
A STUDENT'S 

STUDY- GUIDE 



IN 



ANCIENT HISTORY 



111 



r 5 



^<^ 



By 



GERTRUDE VAN DUYN SOUTHWORTH 



IROQUOIS POBLISHING COMPAin \ 

SYRACUSE, NEW YORR 



A STUDENT'S STUDY-GUIDE 

IN 

ANCIENT HISTORY 



A COMBINATION OF OUTLINES, MAP WORK AND QUESTIONS TO 
AID IN VISUALIZING, UNDERSTANDING AND REMEMBER- 
ING THE IMPORTANT FACTS OF ANCIENT HISTORY, 
AND IN GRASPING A SENSE OF THE MODERN 
WORLD'S DEBT TO THE PEOPLES 
OF ANCIENT TIMES 



BY 
GERTRUDE VAN DUYN SOUTHWORTH 



IROQUOIS PUBLISHING COMPANY, 
Syracuse, New York 






Copyright 1919 

BY 

IROQUOIS PUBLISHING COMPANY, Inc. 



All Rights Reserved 



FEB 26 i9!9 
e)CLA51244? 



.>»« { 



r 



PREFACE 




HE greatest benefit from the study of Ancient History docs not 
conic from memorizing the date of each battle or trying to 
fathom all the mysteries of the Athenian constitution. Rather 
arouse an interest in the main facts — the mode of life, the ideas 
and beliefs, the art and literature of the ancient peoples, and 3fOu 
have opened the vista for a vision and understanding of how the 
achievements of early times have led to the civilization of today. This book has 
been prepared to aid in arousing such an interest, and to that end various methods 
have been employed. 

First of all is an outline of Ancient History covering those important features 
referred to above. This outline enables one to do his reading from whatever text or 
texts he may have at hand. The recitations, based on this outline, give full oppor- 
tunity to those who love to read widely, thereby informing themselves beyond the 
confines of a single textbook. At the same time the student whose reading is 
limited can recite in proportion to the reading matter which he has covered. 

The book contains thirty-seven outline maps. Tliese the student should use 
to fix the historical geography of Ancient History. Map work of this sort is 
demanded today. It will help fix the subject in a way which cannot possibly be 
done even by continual reference to the maps in the textbook. It aids greatly in 
quickly fixing the spelling of the many unfamiliar names which the student 
encounters, creates a more vivid picture of the geography of Ancient History, 
and gives a clearer understanding of causes than could othei'\\'ise be gained. 

Side by side with the maps are questions which rivet attention upon the 
essentials- — the leading men and the political, commercial and intellectual growth 
of the various periods. These questions arc based on the outline given in the 
early part of the book. To answer them the student must read. 



Following the work on each country is a summary' of that country's con- 
tributions to the world's development, with emphasis on the debt the world of 
today owes to the various ancient nations. 



At the end of the book are a number of standard examination questions in 
Ancient Histor3\ The student who can pass these examinations has shown that 
he has a well grounded and general knowledge of the subject. 

I trust that this book will be a potent aid in arousing a genuine interest in 
the subject, and in helping materially to clinch, in a shorter time than might 
otherwise be required, the great things for which Ancient History stands. 

My indebtedness to the New England History Teachers' Association is here 
acknowledged for their courtesy in permitting the use of the General Survey, 
and Outline of Ancient History found in the early pages of this book. 

THE AUTHOR. 



ANCIENT HISTORY 




The oriental 
nations 



Introduction : scope and course of ancient 

history 

Egypt, 5000 (?)— 525 b. c. 

The Tigris-Euphrates valley, 5000 or earlier 

—538 B. c. 

Syria (I) The Phoenicians 

Syria (II) The Hebrews 

Media and Persia, 850(?)— 514 b. c. 

Summary and review of the oriental nations 



II 

Ancient Hellas: 
early develop- 
ment, 2000 ( ?)— 
750 B, c. 

Ill 

State and 
national 
development in 
Greece to the 
foreign wars, 
750—500 B. c. 

IV 

Foreign wars of 
the Greeks : 
independence, 
560—1.79 B. c. 



V 

The preeminence 
of Athens, 179 — 
131 B. c. 



8 The land and the .^gean basin 

9 The people: migration and expansion 

10 The Epic or "Homeric" age, 1000—750 
B. c. (approximately) 

11 "Greek reconstruction of early history" 

12 The states, and the beginnings of leagues 

13 Age of colonial enterprise 

14 Order of political evolution 

15 Growth of Sparta: a military aristocracy 

«| 16 Growth of Athens: progress toward democ- 
racy 

17 Intellectual progress of Hellas, 500 b. c. 

18 Bonds of union 

19 Lydian and Persian conquests in Asia IVIinor 

20 Scythian expedition and Ionic revolt 

21 The Persian invasion, 492 — 479 b. c. 

22 "The Punic invasion," 485—480 b. c. : Car- 
thaginians in Sicily 

r23 The Delian League and the Athenian em- 
pire, 477 — 461 B. c. 

24 The Periclean age and the Athenian democ- 
racy, 461 — 431 B. c. 

25 Intellectual life; the Athenian genius 



ANXIENT HISTORY 





GENERAL 


SURVEY OF THE FIELD 


II 

i! 






^26 


The Athenian attempt at land empire, 461 — 










445 B. c. 


1 


8 


VI 


27 


The Peloponnesian War, 431 — 404 b. c. 


1 




Wars between 


28 


The new learning 


1 




the Greek states : 


29 


The hegemony of Sparta, 404 — 371 b. c. 


1 




a century of 


30 


The attempted hegemony of Thebes, 371 — 






strife, 461-362 




362 B. c. 


1 




B. c. ; the Mace- 


31 


The western Greeks, 410—300 b. c. (ap- 






donian invasion 




proximately ) 


1 






32 


Literature and art, 400 — 350 b. c. 


1 






33 


The rise of Macedonia, 359—336 b. c. 


1 






r34 


The career of Alexander : conquests, charac- 




4 


VII 




ter, and achievements. 336 — 323 b. c. 


2 




The empire of 


35 


The Hellenistic period: disintegration of 






Alexander ; ■< 




Alexander's empire; the Hellenistic king- 






"The minghng 




doms and Hellenistic culture. 323 — 146 






of the East and 




b. c. 






West." 


36 


Greece to Roman intervention; attempts at 






336—146 B. c. 


'37 

38 

39 


federal government. 280 — 200 b. c. 

The land and the people 

Early Rome : sources of our knowledge ; the 

legends and their value 

Regal Rome: government, religion, and 




9 


VIII 




society 






Early Rome ; 


40 


The early Republic: struggle between the 






and the Roman ^ 




classes ; triumph of the plebeians. 509 ( ? ) — 






Republic to its 




286 B. c. 


2 




supremacy in 


41 


The early Republic: the establishment of 






Italy. 




Rome's supremacy in Latium; wars with 






753(.?)— 261 B.C. 


42 


its neighbors. 509 (.^) — 338 b. c. 

The conquest of Italy: wars with the Sam- 

nites and Greeks; organization. 338 — 261 


2 








b. c. 


2 



ANCIENT HISTORY 




IX 

Rome becomes 
supreme in the 
Mediterranean 
basin, 26 i— 133 

H. C. 



X 

The ancient 
world under 
Roman rule 
duriiif^ tlic 
change from the 
repiil)lic to the 
monarchy, 
133— 31 B.C. 



i3 The struggle with Carthage for Sicily : the 
First Punic War, 264—241 b. c. 

44 "The extension of Italy to its natural 
boundaries" ; wars in Africa and Spain. 
241—218 B. c. 

1.5 The struggle between Rome and Carthage 
for the supremacy in the West : the Second 
and Third Punic Wars. 218—133 b. c. 

16 Rome becomes supreme in the eastern Medi- 
terranean : conquest of Greece and Asia. 
216—133 B. c. 



47 The organization of Rome's foreign con- 
quests : the provincial system 

48 The effects of conquests and the provincial 
S3^stenl on society, politics, and manners 

49 The revolutionary attempts at reform under 
the Gracchi, 133—121 b. c. 

50 "The rule of the Restoration" ; victories of 
Marius ; Social War. 121—88 b, c. 

51 The struggle between Marius and Sulla ; 
reestablishmcnt of senatorial rule. 88 — 79 



52 Pompey and Cjesar: affairs in the East and 
at Rome ; Caesar in Gaul ; Civil War. 79 — 
48 B. c. 

53 The rule of Caesar, 48 — 44 b. c. 

54 The struggle for the succession, 44 — 31 b. c. 

55 Roman culture and society in the "Cicer- 
onian ao-e" 



ANCIENT HISTORY 



i! 

PL, 


GENERAL SURVEY OF THE FIELD 

• 


OS 

II 






'56 


The establishment of the empire: constitu- 
tion; frontiers. 31 b. c. — 14 a. d. 


1 






57 


The Julian and Flavian Ciesars, 14—96 




9 


XI 




A. D. 


2 




The ancient 


58 


The Roman Empire under the Good Em- 






world under the < 




perors, 96—180 A. D. 


2 




Roman Empire, 


59 


The Roman Empire under the Soldier Em- 






31 B. c— 375 A. D. 


60 


perors, 180—284 A. D. 

The Roman Empire under the Absolute Em- 
perors, 284—375 A. D. 


1 
1 






.61 


The rise and triumph of Christianity 


2 






'62 


The invasions, and the fall of the Western 
Empire, 376—476 a. d. 


1 


7 


XII 


63 


The West : continued invasions, and forma- 






The transition 




tion of Germanic states. 476 — 774 a. d. 


1 




period from an- 


64 


The East: one emperor (Constantinople); 






cient to medieval 




a new prophet. 476 — 732 a. d. 


1 




history, 376 — 800 


65 


"The rise of the Christian Church" 


2 




A. D. 


66 


The growth of the Frankish power: a new 










emperor. 486 — 800 a. d. 


2 


10 




67 


Retrospect, from the Euphrates to the Rhine 


10 



OUTLINE OF ANCIENT HISTORY 



I The oriental nations 

1 Introduction: scope and course of ancient history. 

*a Races of men ; ^arbitrary classifications by color or by language 
*6 Caucasian or white race ; assumed subdivisions 
*c Location and progress of the historic nations : east to west 
d Arbitrary divisions of ancient history: oriental, classical and Germanic 
periods 
% Definition of the terms, savager}^, barbarism, civilization 

*Tlie most important topics have been starred that they may receive special emphasis. 

8 



ANCIENT HISTORY 



2 Egypt, 5000 ( ?)— 525 b. c. 

a The Nile region. *(1) Physical features and their influence. *(2) Re- 
mains of ancient civilization 

b The people and their political history. (1 ) Supposed origin. * (2) Polit- 
ical development : Pharaohs of Memphis ; Pharaohs of Thebes ; the New 
Empire — Sais. *(3) Successive invasions of Egypt 

c Civilization. *(1) Classes and occupations; political corruption. 
*(2) Arts, sciences, and literature. *(3) Religion 
*d Special contributions to European progress 

Library and notebook topics 

A Ancient and modern irrigation systems 
B Sources of Egyptian history 

3 The Tigris-Euphrates valley, 5000 or earlier— 538 b. c. 

a The land. *(1) The two rivers and their influences. *(2) Sources, 

remains, and relative antiquity of civilization 
b The people. (1) Supposed origin. *(2) Cities: Ur, Nineveh, Babylon. 

*(3) Successive empires and wars: Chaldean (3800 — 1250 b. c.) ; 

Assyrian (1250—606 b. c.) ; New Babylonian (606—538 b. c.) 
c Civilization. *(J) Classes and industries. *(2) Arts and sciences. 

*(3) Religion and literature 
*r^ Special contributions to European culture 

Library and notebook topics 

A The uses of clay in the Tigris-Euphrates culture 
B Nebuchadnezzer and Daniel 
C The capture of Babylon by Cyrus 
D The capture of Samaria 

E A comparison of Babylonians and Assyrians from sources. [See West, Ancient 
History, p. 46—56]* 

4 Syria (I) The Phoenicians 

a The land and the people. (1) Origin and character. *(2) Cities: Tyre, 

Sidon 
b Enterprises and influence. *(1) Commerce: sea routes and colonies, 

Carthage. *(2) Dissemination of arts and alphabet 

5 Syria (II) The Hebrews 

a The people and their homes. *(1) Origin and character. *(2) Succes- 
sive locations: nomadic life, Egypt, Canaan. *(3) Political develop- 
ment: patriarchs, judges, kings, the two kingdoms, the captivities, the 
restoration 
*5 Religion, literature and world influence 

It is suggested to the teacher that helpful studies of early patriarchal life may be made 
in the story of Abraham, and of tribal government irj the record of the Judges. 



ANCIENT HISTORY 



lAbrary and notebook topics 

A Return of the Hebrews from Babylon 
B The sanitary features of the Mosaic law 

6 Media and Persia, 850 (?)— 514 b. c. 

A very general view here ; more in detail under Greece 

a The land and the people. *(1) Origin and relations with neighbors. 

*(2) Kings and their conquests: military development. *(3) Political 

organization under Darius 
b Civilization. (1) Art. (2) Religion and literature. *(3) Morals 
^c Persia's contribution to European progress 

7 Summary and review of oriental nations 

*« General features of oriental history : government, religion, economic life, 

science and arts, existing remains 
b Comparisons and contrasts of the Nile and Euphrates cultures (by topics 

a, b, etc., and subtopics already given in sections 2 and 3) 
c The blending of the two cultures. "*(!) Entry into Egypt through 

Hyksos and Hebrews. *(2) Assyria and Egypt : conquests. *(3) Syria: 

mercantile exchange 
d Transmission of culture to the west. *(1) Phoenicia. *(2) Asia Minor: 

Lydia and Croesus 
e Consolidation: the Persian Empire 

*Map work 

The oriental nations, with boundaries and terminal dates, and lines of 
communication between Egypt and the Tigris-Euphrates valley 
II Ancient Hellas: early development 2000 (?)— 750 B.C. 

8 The land and the /Egean basin 

a Physiography. *(1) Diversity of features. *(2) Climate and prod- 
ucts. *(3) Contrasts with seats of Eastern culture already studied. 
*(4) Geographic advantages, and influence of the land on the people 

b Political divisions. *(1) States of the mainland. *(2) The Island states, 
"Stepping-stones" 

*Map work 

Two outline maps of the Balkan peninsula, the /Egean and Black seas, 
and Asia Minor; one to show the physical features, the other to be 
kept as a progressive historical map throughout the study of Greece 

9 The people : migration and expansion 

Much of this is still debatable ground, and opinions arc not settled; new light is con- 
stantly coming from excavations, especially in Crete. 

a "Pelasgians" 
*fe Early and later /Egean culture as shown by archeolog}' : Tir3nis and 
Mycenae 

10 



ANCIENT HISTORY 



c Conquests by Greeks, coming in waves, 1500 b. c. on; fusion, expansion 
*d Oriental influence, real and mythical 

Librarif and notebook topics 
A The ancient palace 
B The life work of Dr. Schliemann 
C Early peoples of Greece according to Herodotus and Thucydides 

10 The Epic or "Homeric" age, 1000 — 700 b. c. (approximately) 

*« The source — Homer: historical and literary value • 

*6 Social and political organization : family and government 

*c Religion 

*d The Trojan War and the return of the chiefs 

*£? The Dorian invasion, and the settlement of Asia Minor 

Library and notebook topics 
A Early Greek art 

B Homeric life as pictured in the Iliad and the Odyssei) furnishes many valuable 
topics in source work 

11 "Greek reconstruction of early history" 
a Genealogy: Hellenes and subdivisions 

b Legends of local heroes : Heracles, Minos, Theseus, Jason, Qidipus 

c The Hesiodic poems (specially The Theogony) 

d Chronology 
1^ *The states and the beginnings of leagues 

a The thriving city centers before 700 b. c. 
*6 The city state 
*c Amphictyonies 

*Map work 

On an outline map indicate by means of colors the Delian and Delphian 
Leagues. Include also principal cit}^ centers. 

HI State and national development in Greece to the foreign wars, 750 — 
500 B. C. 

Sections 13 and 14 may well be treated as a classroom lesson given by the teacher. 

13 Age of colonial enterprise 
a Causes of colonization 

b Character and organization of a colony; connection with mother city 
c Chief centers 

Map work 

The ]Mediterranean basin, with principal colonies, distinguishing Ionian, 
^olian, Dorian, and Achaean 

14 Order of political evolution 

a Monarchy to aristocracy (oligarchy) 
b Tyrannies 

11 



ANCIENT HISTORY 



c Democracies, or reversion to oligarchies 
d Growth of popular discontent 

Library and notebook topics 

The two periods of colonial expansion 

15 Growth of Sparta: a military aristocracy 
*a Place and people 

■*fe •Institutions and government ; myth of Lycurgus 
*c System and aim of education ; mode of life 
*d Messenian wars ; the Peloponnesian League 

Library and notebook topics 
A Lycurgus 
B Spartan women 

Map work 

Peloponnesus, showing Spartan sphere of influence, 500 b. c. 

16 Growth of Athens. Progress toward democracy 
*a Place and people; mythic monarchy 

*6 Eupatrid rule: Cylon and Draco 

*c Solon "the Wise"' 

*d Tyranny : Pisistratus and the Pisistratidae 

*e Cleisthenes's changes 

17 Intellectual progress of Hellas to 500 b. c. 
a Art 

b Poetr}' : the lyric age 

c Philosophy 

d Deepening religious sense 

18 Bonds of union 

*« Common language and ancestry 
^b Religion : temples, oracles, festivals 
*c Amphictyonies and political leagues 
^'d Greek games 

Library and notebook topics 
A Greek oracles 
B Greek games 

IV Foreign wars of the Greeks : independence. 560—479 B. C. 

19 Lydian and Persian conquests in Asia Minor 
Review section 7^ (2), 7<?; and section 6 

*a Croesus 

*ft Cyrus and Cambyses 

12 



AXCIEXT HISTORY 



20 Scythian expedition and Ionic revolt 

*a Darius; the nortliern frontier; the Hellenic t3rant.s 
*b Sardis, Miletus ; results 

*Map zcork 

The chief Ionian cities 

21 Persian invasion, 492 — 479 b. c. 

There is still danger of spending too nnich time on wars. 

*rt Causes ; resources of Greeks and Persians ; expeditions sent by Darius 

(Marathon, 490 b. c.) 
*b The 10 years respite, 490 — 480 b. c. : Themistocles and Aristides 
*c The third expedition: Xerxes (Thermopylae and Salamis, 480 b. c. ; 

Plataea and Mycale, 479 b. c.) ; results 

Library and notebook topics 

A The Alcmaeonidae 

B The Monuments of victorj^ erected by the Greeks 

C The battle of Salamis from Greek authors 

D Cambyses and Darius 

E Xerxes's preparations 

F "The Wars of Liberation" 

G Aristides and Themistocles 

22 "The Punic invasion," 485 — 480 b. c. : the Carthaginians in Sicily 
*fl "Western Greece" : chief centers and previous history 

*b Carthage: understanding with Persia 
*c Gelon : Himera and results 

V The preeminence of Athens, 479—431 B. C. 

23 Delian League and the Athenian empire, 477 — 461 b. c. 
*a Themistocles and the fortification of Athens 

*6 Aristides and the leadership of the Asiatic Greeks 

'*c Cimon and naval victories : the league becomes an empire 

*rf Political parties at Athens ; attitude toward Sparta 

Library and notebook topics 

A The government of Athens during the period of Athenian ascendancy 

B Pausanias 

C Athens's treatment of subject states 

*Map work 

The Athenian empire at its greatest extent, about 456 b. c. 

24 The Periclean age and the Athenian democrac}^, 461 — 431 b. c. 
*a Foreign policy : Eg3'pt, Persia, C^-prus 

*6 Government : magistrate and assemblies 
*c Education : the aim and the means 

13 



ANXIENT HISTORY 



*d Social life 

*e Pericles the man : his character and influence 

25 Intellectual life; the Athenian genius 

*a Art : beautification of the city ; sculpture 
*b Literature: drama and history 
c Philosophy 

*Map zcork 

Athens, with her fortifications, environs and principal buildings 

VI Wars between the Greek states: a century of strife, 461 — 362 B. C; 
the Macedonian invasion 

26 Athenian attempt at land empire, 461 — -t-lS b. c. 
*a Pericles's policy and alliances 

*b Wars with Peloponnesians and Boeotians 
*c Thirty Years' Truce 

*Map zvorJi 

Athenian empire and the states allied with Athens and with Sparta, 431 
B. c. 

27 Peloponnesian War, 431 — 404 b. c. 
■*« Causes: resources of each side 

b Periods. *(1) Indecisive, 431 — 421 b. c. : Cleon and Brasidas. *(2) Sici- 
lian expedition (with interval preceding), 421 — 413 b. c: Nicias and 
Alcibiades. *(3) Persian activity, 413 — 404 B.C.: Alcibiades and 
Lysander 
*c Results ; political condition of Hellas 

Library and notebook topics 

A Extracts from funeral oration delivered by Pericles 
B Thucydides's account of the Sicilian exiiedition 

28 The new learning 
*a Socrates 

b The Drama (Euripides and Aristophanes) 

Library and notebook topics 

A Alcibiades as an illustration of his times 

B Sophists and rhetoricians 

C Thucydides and Herodotus compared 



29 The hegemony of Sparta, 404 — 371 b. c. 
*ft Policy of Sparta : Lysander 

*6 Wars: Agesilaus. (1) Persian: Anabasis; Antalcidas. (2) Domestic: 
Peloponnesus, Chalcidice, new Athenian League, Leuctra 



14 



ANCIENT HISTORY 



*c Estimate of Spartan power, and reasons for her failure to secure Hellenic 
unity 

Library and notebook topics 
A Lysander 
B Agesilaus 
C Comparison of Sparta and Athens 

30 The attempted hegemony of Thebes, 371 — 362 b. c. 
*rt Leuctra 

*b Policy of Epaminondas : Peloponnesus, Persia, Athens 
*c Mantinea and the end of Thcbari leadership 

31 The western Greeks, 4<10 — 300 b. c. (approximately) 

*a Outline of the Sicilian history in review [sec section 22] 
b Dionysius 1 
c Timoleon, the Liberator 

32 Literature and art, 400 — 350 b. c. 

a "From poetry to prose." (1) History: (compare Xenophon with Hero- 
dotus and Thucydidcs). (2) Oratory: Lysias and Isocrates. (3) Phil- 
osophy : Plato 

b Art 

Section 32 may be treated after 8;?, and may tlien include Demosthenes and Aristotle, 
as well as Lysippus. 

33 The rise of Macedonia, 359—336 b. c. 
^'a Hellenes and Macedonians 

*b Philip : training, character, aggressions 
c "The end of Greek freedom," 338—336 b. c. *(1) Chsronea, 338 b. c. 
*(2) Relations established by Congress of Corinth (with comparison of 
Congress of Corinth, 481 b. c.)- *(3) History of the idea of Hellenic 
conquest of Persia, Cimon to Philip 

Library and notebook topics 

A The development of military formation among the Greeks 

B Pelopidas 

C Epaminondas 

D Timoleon 

E The Athens of Demosthenes 

F Extracts from the orations of Demosthenes 

VII The empire of Alexander; "The Mingling of the East and West." 
336—146 B. C. 

34 The career of Alexander, 336 — 323 b. c. 
*fl Early life 

^b The conquest of Asia Minor and Egypt 
'*c The conquest of Persia and the farther East 
*d The character of Alexander; estimate of his work 

15 



ANCIENT HISTORY 



Library and notebook topics 

A The military system of Alexander 

B The Persian empire 

C Alexander's siege of Tyre 

D Alexander's conquest of Egypt 

E The murder of Clitus 

F The mutiny of Alexander's army 

G Alexander's plans 

H The character of Alexander as shown in anecdotes 

*Map -work 

On an outline map trace the route of Alexander's march, marking his 
battles and the most important cities founded by him. 

35 The Hellenistic period, 323—146 b. c. 

*a The disintegration of Alexander's empire 
b The Hellenistic kingdoms. *(1) Egypt and the Ptolemies. *(2) Syria 
and the Seleucidae 

Library and notebook topics 
A Invasion of the Gauls 
B Rhodes and Pergamon 

36 Greece to Roman intervention ; attempts at federal government, 280 — 200 

B. c. 
*a Achaean League (Aratus) 
*6 Its conflict with Sparta (Cleomencs) leads first to Macedonian, then to 

Roman, intervention 

VIII Early Rome; and the Roman Republic to its supremacy in Italy. 
753 (?)_264 B. C. 

37 The land and the people 

*a The land: the peninsula of Italy and its relations to the Mediterranean 

basin ; climate and products of Italy 
*b The people : remnants of eai'ly peoples ; the Italian stocks ; the invading 

nations (Etruscans, Gauls, Greeks, and Phoenicians) 

*Map work 

On outline maps mark: (1) mountain systems; (2) rivers; (3) the 
political divisions 

Library and notebook topics 
A The Etruscans 
B The Greek colonies in Italy 
C The Gauls 

38 Early Rome: sources of our knowledge 
*a The legends and their value 

*b Buildings and other remains. *(1) The walls. *(2) The cloaca 

16 



ANCIENT HISTORY 



39 Regal Rome : organization 

*rt The government : king, senate, assemblies 
*b The people: patricians, plebeians 
*<? Religion 

Library and notebook topic 
The Roman family 

40 The early Republic: the struggle between the classes; triumph of the 

plebeians. 509 (?)— 286 b. c. 

*fl The establishment of the Republic 

*fo The economic and social condition of the plebeians, leading to the estab- 
lishment of the tribunate 

*c The laws of the Twelve Tables 

*f/ The admission of the plebeians to the magistracies (Licinian laws) 

*e The admission of the plebeians to the assemblies (Hortensian law) 
f An outline of the Roman constitution in 286 b. c: magistrates, senate, 
assemblies, functions of each (use textbook and dictionaries of antiquities) 

41 Tlie early Republic: the establishment of Rome's supremacy in Latium. 

509 (?)— 338 B.C. 
"*rt Wars with neighboring nations, Volscians, yEquians, and Etruscans 
*6 The invasion of the Gauls and the sack of Rome 
*(■ Rome and the Latins 

42 The conquest and organization of Italy, 338 — 264 b. c. 
*« The Samnite wars, 343—264 b. c. 

*6 The war with the Greeks (Pyrrhus), 280—272 b. c. 
*c The organization of Italy : colonies ; roads 
d The military system 

Map work 

Map of the ancient city of Rome 

Library and notebook topics 

A The colonial system 

B Roman roads and road making 

C Livy's account of the succession of the plebeians 

D Livy's account of the Decemvirate 

E Battle of Caudine pass 

F Roman army 

G The Samnite wars 

IX Rome becomes supreme in the Mediterranean basin, 264 — 133 B, C. 

43 The struggle with Carthage for Sicily : the First Punic War, 264—241 b. c. 
*a Carthage 

*b The war 

*c Sicily, the first Roman province 

17 



ANCIENT HISTORY 



Library and notebook topics 
A The victory of Duilius 
/} The defeat at Drepana 
C The fleet built liy private subscription 
D The treaty at tiie end of the First Punic War 

44 "The extension of Italy to its natural boundaries"; wars in Africa and 

Spain. 241—218 b. c. 
a Wars of Rome in the North (Gallic and Illyrian), 229—222 B.C. 
b Sardinia and Corsica 
c Wars of the Carthaginians in Africa and Spain (Haniilcar) 

Library and notebook topics 
A The acquisition of Sardinia 
B The siege of Saguntum 

45 The struggle between Rome and Carthage for the supremacy in the West: 

the Second and Third Punic Wars. 218—133 b. c. 
*a Hannibal's march into Italy 

b The war in Italy. *(1) Successes of Hannibal: three great battles won; 
three great cities captured. *(2) Final success of the Romans; loyalty 
of the Latins 

c The war in Africa and in Spain. *(1) Tlie Scipios in Spain, 218—212 
B. c. *(2) The battle of Zania, 202 b. c. *(3) The treaty 

d The establishment of the supi-emacy of Rome in the western INIediterranean, 
201—133 B. c. *(1 ) The Third Punic War, 149—146 b. c. *(2) Sub- 
jugation of Spain, 133 b. c. 

Library and notebook topics 

A Hannibal, the man and the general 

B Hannibal's passage of the Alps 

C The battle of Trasimenus 

D The battle of Cannae 

E The treaty at the end of Second Pimic War 

F Tlie siege of Syracuse 

*Map work 

Trace the route of Hannibal's invasion 

46 Rome becomes supreme in the eastern Mediterranean, 216 — 133 b. c. 

a The acquisition of Greece. *(1) The condition of Greece. *(2) The 
Macedonian Wars. *(3) INIacedonia a Roman province; destruction of 
Corinth, 146 b. c. 

b The acquisition of Asia. (1) War with Antiochus, 192 — 189 B.C.: 
settlement of the East. (2) The kingdom of Pergamon, 133 b. c. 

X The ancient world under Roman rule during the change from the republic 
to the monarchy, 133—31 B. C. 

47 Organization of Rome's foreign conquests 

18 



ANCIENT HISTORY 



*fl The provinces to 133 b. c. enumerated: Sicily, Sardinia and Corsica, 
Hither Spain, Farther Spain, Illyricum, Macedonia and Achaia, Africa, 
Asia 

*b The client states enumerated: Numidia, Libya, Egypt 

*c The provincial system 

*Map work- 
Mark the boundaries of the Roman power in 133 b. c. 

Library and notebook topic 

A provincial governor of the worst type as described by Cicero 

48 The effects of conquests and the provincial system on societ}', politics, and 
manners 
*f/ Agrarian conditions 

^b The classes : optiniates, populares, equites 
*r The government : senate, magistrates, assemblies 
*(1 The introduction of Hellenism ; art : poetry 



Library and notebook topics 

A Cato the Elder 

B Scipio Africanus 

C Scipio ^milianus 

D The drama 

E Introduction of foreign luxuries 

F Supremacy of the senate 

49 Revolutionary attempts at reform under the Gracchi, 133 — 121 b. c. 
*f/ Tiberius Gracchus: attempts at agrarian reform, 133 b. c. 

*6 Gains Gracchus: attempts at a revolution in the Constitution, 123 b. c. 

Library and notebook topics 
A The position of slaves 
B Lives of Tiberius and Gains Gracchus 

50 "The rule of the Restoration," 121—88 b. c. 
*« The war with Jugurtha, 111 — 105 b. c. 

*b The invasion of the Cimbri and Teutones (Marius), 113 — 101 b. c. 
c Internal affairs. (1) The rule of the nobles. (2) Attempts at reform 
by Saturninus and Glaucia and by Drusus 
*J The Social War, 90—88 b. c. 

Library and notebook topics 
A Life of Marius 
B War with Jugurtha 

51 The struggle between INIarius and Sulla ; rcestablishment of senatorial rule. 

88—79 B. c. 
*7/ The revolution of jNIarius, 88 b. c. 

19 



ANCIENT HISTORY 



*6 The rule of the Marian party (Cinna), 87— 8i b. c. 

*c The struggle between the parties of Marius and Sulla: the first civil war, 

84—82 B. c. 
*d The rule of Sulla, and the Sullan Constitution, 82 — 79 b. c. 

Library and notebook topic 
Sulla, the man 

52 Pompey and Caesar, 79 — 48 b. c. 

a Affairs in the East. *(1) The condition of the East; (Mithridates). 

(2) The campaigns of Sulla, 96 — 84 b. c. *(3) The campaigns of 

Pompey and his reorganization of the East, 66 — 63 b. c. 
b Affairs at Rome. *(1) The conspiracy of Catihne, 66 — 6'3 b. c. 

*(2) The first Triumvirate, 60 b. c. 
c Caesar in Gaul, 58 — 51 b. c. *(1) The condition of Gaul. *(2) Csesar's 

campaigns. *(3) Organizations of conquests 
*f/ Civil war, 49—48 b. c. 

*Map work 

Show the extent of Roman power in 133 b. c. with the additions made 
up to 48 B. c. 

Library and notebook topics 
A Cicero as a public man 
B Pompey as a general and a statesman 
C Caesar's army 
D The conspiracy of Catiline 
E Caesar in Gaul 

53 The rule of Csesar, 48—44 b. c. 

*rt The condition of the Roman world 
*b The reforms of Caesar ~ 

c The estimate of Caesar 

54 The struggle for the succession, 44 — 31 b. c. 

"*ft Civil war: the overthrow of the liberators (Philippi, 42 b. c.) 

*6 The rivalry of Octavius and Antony : the West against the East (Actium, 

31 B.C.) 

55 Roman culture in the "Ciceronian age" 

a Literature. *(1) Cicero. *(2) Sallust. *(3) Ca?sar 
*6 Education 

Library a7id notebook topics 
A Cicero as seen in his letters 
B Character of Antony 

20 



ANCIENT HISTORY 



XI The ancient world under the Roman Empire, 31 B. C. — 375 A. D. 

56 Establishment of the empire, 31 b. c. — l-l a, d. 

*« The constitution : survivals of the republican system ; the pr'mceps ; changes 
in the government of the provinces and the city of Rome 

b The frontiers. *(1) The East. *(2) Alpine region. *(3) The North- 
west (Teutoberg forest, 9 a. d.) 

c Literature of the Augustan age. *(1) Virgil. (2) Horace. *(3) Livy 

Library and notebook topics 
A Provinces under Augustus 
B Augustus as a builder 
C Character of Augustus 
D The worship of the emperor 

Map work 

Mark the provinces ; distinguishing between the imperial and the senatorial 

57 The Julian and Flavian Caesars, 14 — 96 a. d. 

a The constitution : growth of monarchial ideas 

6 The empire. *(1) The East. * (2) The German frontier. * (3) Britain 

c The condition of the empire and society, ^(l) Life in the towns: {a) 

external appearance of a Roman city (Rome of Pompeii as a type) ; (5) 

government; *(c) amusements; ^{d) Pompeii; {e) the Graffiti. (2) Life 

in the provinces, *(3) Travel and correspondence. *(!') Commerce 

Library and notebook topics 

A The destruction of Jerusalem 

B The classes in the towns 

C The finances of the towns 

D The education of the Roman in imperial times 

E Roman amusements 

F Tlie eruption of Vesuvius, 79 a. d. 

G Peculiar customs of the Romans 

H The burning of Rome in Nero's reign 

I Country houses 

58 The empire under the "Good Emperors," 96 — ^180 a. d. 
a The government and administration 

b Extension and consolidation. *(1) Trajan (Dacia and Mesopotamia), 
98—117 A. D. *(2) Hadrian (travels and fortifications), 117—138 a. d. 
*(3) Marcus Aurelius (Marcomanic War), 161 — 180 a. d. 
*r The condition of the empire in the second century 

d "The Silver Age of Literature" 

Library and notebook topics 

A Correspondence of Trajan and Pliny 

B Marcus Aurelius 

C Life of Pliny the Younger 

D Forum of Trajan 

E Hadrian's villa at Tivoli 

21 



ANCIENT HISTORY 



*Map work 

Mark the additions of Trajan. Indicate the fortifications of Hadrian 

*59 The Roman Empire under the Soldier Emperors ; a century of revolution. 
180—284 A. D. 
a Typical emperors. (1) Septimus Severus, 193 — 211 a. d. (2) Caracalla 
(extension of the Roman franchise), 211 — 217 a. d. (3) Elagabalus, 
218—222 a. D. (4) Aurelian, 270—272 a. d. 

Library caul notebook topics 
A The wall of Aurelian 
B The arch of Septimus Severus 
C Society in the 4th century a. d. 

60 The Roman Empire under the Absolute Emperors, 284 — 375 a. d. 
*a Absolutism: Diocletian, reorganization of the empire 

*b Constantine, transfer of the capital to Constantinople 
*c The provincial organization 
*d Bureaucracy of officials 

61 Rise and triumph of Christianity 

*« Attitude of Roman government toward Christianity 

*b The persecutions 

*c The triumph and establishment of the Church 

*d The organization of the Church 

Library and notebook topics 

A Christianity in the Roman Empire 
B The contribution of Christianity 
C The catacombs 

XII Transition period, 376 — 800 A. D. 

62 Invasions, and the fall of the Western Empire, 376—476 a. d. 
*a The Germans 

*b The invasion of the West Goths (Alaric), 376 — 410 a, d. ; sieges flf 

Rome by Alaric 
*c The invasion of the Vandals (Geiseric), 378- — 455 a. d. ; the sack of 

Rome 
*d The invasion of the Huns (Attila), 378 — 453 a. d. ; battle of Chalons, 

451 A. D. 

e The last Roman emperor in the West, 476 a. d. 
*/" The causes of the decline of Rome 
*j^ The influence of Rome 

63 The West : continued invasions, and formation of Germanic states, 476 — 

774 A. D. 
*a Condition of Europe in 476 a. d. 

22 



ANCIENT HISTORY 



*b Italy; Ostrogoths, 493—552 a. d. (Theodorlc) ; Lombards, 568—774 

A. D. 

*c Britain : the Anglo-Saxons 

*d Gaul : the Franks 

*e Spain: "decaying kingdom of the Visigoths" (to 711 a. d.) 

*f Results of invasions : fusion of races, language, law 

Library and notebook topic 
Theodoric 

*Map work 

Map showing routes of migrations and final places of settlement 

64 The East: one emperor (Constantinople) ; *a new prophet, 476 — 732 a. d. 
*a Justinian: conquests, and codification of the law 

*b The rise of Mohanniiedanism : Mohammed ; his religious system ; Saracen 
conquests 

Library and notebook topics 
A The Iconoclastic controversy 
B Belisarius 

C The siege of Constantinople by the Saracens 
D The Saracen conquest of Spain 
E The important teachings of the Koran 

65 "The rise of the Christian Church" 

*a Early organization of the Church ; growth of the Papal power to 600 a. d. 
*b Differences and divisions 
*c Monasticism 

Library and notebook topics 
A Pope Gregory the Great 

B The life of St. Coluniban and the work of the Irish monks 
C Influence of the early Church 
D The Benedictine Rule 

66 The growth of the P^rankish power ; a new emperor. 486 — 800 a, d. 
*/f Clovis and the Merovingians 

*b The Carolingians as "mayors" ; battle of Tours, 732 a. d. 

*c The Carolingians as kings ; Lombardy 

*d Charlemagne : the king crowned emperor, 800 a. d. 

*Map work 

Empire of Charlemagne 

Library and notebook topics 
A Boniface and his work 
B The Salic law 
C The conversion of Clovis as told by Gregory of Tours 

*67 Retrospect, from the Euphrates to the Rhine 

23 



THE ORIENTAL NATIONS 

Races of 31 en and Their Ancient History 



MAP WORK 

On the map outline the centers where civihzation was well advanced at 
the beginning of the historic age. 

By use of arrows indicate the direction of the spread of civilization from 
these early centers. 



QUESTIONS 



Into what races is man commonly 

divided? 

What is the basis of this classification? 

Give a leading characteristic of each 



4. Name the groups of the Caucasian race. 

5. Give a brief accountjjf the Aryans. 

6. Comment on the influence of the Aryan 
race in the world's civilization. 

7. Show how the world is especially in- 
debted to the Semitic race. 

8. What branch of the Semitic race has 
most influenced European life and 
thought? Give reasons. 



Into what ages are prehistoric times di- 
vided ? 

Describe the life of a man in the Stone 
Age. 

Give four great contributions made to 
progress by prehistoric man. 
How is the approximate date for the 
beginning of ancient history being con- 
tinually pushed back to earlier times? 
Into what periods is ancient history 
divided ? 

What date marks the close of ancient 
history ? 
Define savagery, barbarism, civilization. 



IMPORTANT DISCOVERIES AND ACHIEVEMENTS 
OF PREHISTORIC MAN 



The use of fire in cooking food, baking clay and smelting ores. 

The making of language, or the use of a given sound to convey a 
given meaning. 

The invention of writing by means of pictures or symbols. 

The making of metal implements for weapons and for tilling the soil. 

The cultivation of the soil and the raising of crops. 

The domestication of the horse, the dog, the sheep, the goat and 
other animals. 

The making of pottery by molding clay into pots and baking them. 

The building; of mud or reed huts for shelter. 



THE ORIENTAL NATIONS 

Egypt 

5000 B.C. (.?)— 525 B.C. 



MAP WORK 

Enclose and name the delta of the Nile ; the valley of the Nile. 

Locate and name the First Cataract. 

Write in the names by which the delta and the valley were known to the 
Egyptians. 

Locate and name the first capital of the Old Empire. 

liOcate and name the Great Pyramid and the Sphinx at Gizeh. 

Locate and name the city of Thebes. 

Locate and name Lake Moeris. 

Locate and name the Rock Tombs of Beni Hassan. 

Enclose and name the empire of the Shepherd kings. Write in the approx- 
imate dates of their rule. 



QUESTIONS 



1. Describe the river Nile and show why 5. Give the name of the Pharaoh who 

Egypt has rightly been called "The founded the first Egyptian dynasty, 

gift of the Nile." and the approximate date of its be- 

Name the race of men and the grouji ginnnig. 



6. Tell about the invasion of the Hyksos 



to which the ancient Egyptians belonged. 

What are the sources of our informa- ^^ Shepherd kings, and give the results. 

tion regardmg the history of ancient ' 

^^g.VPt- 7 By whom were the Shepherd kings fin- 

What were the chief crops raised l)y aiiy overcome? 

the Egyptians? 



NOTES 



27 



THE ORIENTAL NATIONS 

Egypt 
5000 B.C. (.?)— 525 B.C. 



MAP WORK 

Enclose on the map the Egyptian empire at the time of Thothmes III. 

Locate and name Sais. 

Show by means of dotted Hnes the directions from which the successive 
invasions of Egypt came. Label eacli with the proper date, and the name of the 
invaders. 



QUESTIONS 



1. Give an account of the ancient Egyp- 
tians, touching on classes of society and 
industries. 

2. Give an account of the religion of 
ancient Egypt, touching on the religion 
of the priests; the dieties of the popular 
mythology ; animal worship. 

3. Give an account of the reign of Psam- 
metichus I. Why was it of special 
importance ? 



4. In what sciences did the Egyptians 
make their greatest progress? 

0. How was their knowledge acquired? 

(1. Give a noted characteristic of Egyptian 
architecture and Egyptian painting. 
Mention an example of each. 

7. Describe three ways in which Egypt 
contributed to European civilization. 



WHAT EGYPT GAVE TO CIVILIZATION 



The discovery that the year consists of three hundred sixty-five and 
one-quarter days, and the idea of adding a whole day to every fourth year. 

The doctrine of immortality, or the belief that man has a soul that 
lives after the death of his body. 

Ideas in sculpture, architecture, mathematics, astronomy and 
medicine. 



29 



THE ORIENTAL NATIONS 

The Tigris-Euphrates Valley 

Old Babylonian or Chaldean Empire 

3800 B. C— 1250 B. C. 



MAP WORK 

Locate and name the Tigris and Euphrates rivers. 

Write in the name by whicli the valley was called. 

Divide the Tigris-Euphrates valley into its northern or highland, and its 
southern or lowland parts. Write in the name by which each part was known. 

Locate Assur, Nineveh, Babylon, Ur and Nippur. 

Enclose and name the territor}-^ of the Old Babylonian empire. 



QUESTIONS 



1. Describe the difference between tlie 
nortliern and sovithern parts of the 
Tigris-Euphrates valley. 

2. Tell how the physical features of the 
country influenced the history of its 
ancient people. 

3. What two races of people united to 
form the early Babylonians? Tell 
about their government and industries. 



4. Who was Sargon I, and what did he 
accomplish? 

5. M'ho was Hammurabi and what did he 
accomplish? 

6. Tell about the Code of Hammurabi. 

7. What people overcame the early Baby- 
lonians? Give the date. 



NOTES 



THE ORIENTAL NATIONS 

The Tigris-Euphrates Valley 

The Assyrian Empire 

1250 B. C— 606 B. C. 



MAP WORK 

Locate and name the Tigris and Euphrates I'ivers. 

Enclose and name the part of the valley known to the ancients as Ass^^ria. 

Enclose and name the territory of the Assyrian empire. 

Locate and name the cities of Assur and Nineveh. 



QUESTIONS 



1. To what race did the Assyrians be- 
long? 

2. State the jjrincipal sources of informa- 
tion in regard to Assyria. 

3. Give three noted characteristics of the 
yVssyrians. 

4. Mention three important Assyrian con- 
quests. 



5. Describe a method by which Assyrian 
rulers tried to hold conquered territory. 



G. Give an account of the following: the 
royal library at Nineveh; the Assyrians 
as builders. 



Describe the fall of Nineveh, telling 
who caused it to fall, and the date. 



NOTES 




34 



THE ORIENTAL NATIONS 

The Tigris-Euphrates Valley 

The New Babylonian Empire 

606 B. C— 538 B. C. 



MAP WORK 

Locate and name the Tigris and Euphrates rivers. 

Enclose and name the two empires that followed the fall of the Assyrian 
empire. 

Locate and name Nineveh, Babylon, Jerusalem. 



QUESTIONS 



1. What two peoples overthrew the Assyr- 4. Tell about the arts and sciences which 
ian empire? they practiced. 

2. Give an account of the reign of Nebu- 
chadnezzar, including his conquests and .3. Give a reason why the Babylonians 
public works. specially cultivated the study of astron- 
omy. 

o. Tell about the classes of people in the 
New Babylonian empire. Describe their 

industries. (i- Tell about their religion and literature. 



WHAT THE TIGRIS-EUPHRATES VALLEY GAVE 
TO CIVILIZATION 



The division of the year into months, weeks, days, hours and 
minutes. 

The sundial, to tell the time during the day, and the water clock, 
to show the hours at night. 

The use of measures for length, weight and capacity. 



THE ORIENTAL NATIONS 

Syria 
The Phoenicians 



MAP WORK 

Outline and name the land known as Syria. 

Outline and name Phoenicia, and locate and name the cities of Tyre and 
Sidon. 

By use of dotted lines show the sea routes the Phoenicians sailed, and mark 
the locations where they founded colonies. 

Locate and name Carthage and Gades. 



QUESTIONS 



1. Describe ancient Plioenioia. 

2. What influence did the position and 
character of the country have on the 
industries of the people? 

3. To what race did the Phoenicians belong? 

4. Give an account of the Phoenicians as to 
navigators, traders and manufacturers. 



What important services to primitive 
civilization were rendered by the 
Phoenicians ? 



G. Name, in order, the people to whom 
the Phoenicians were subject during 
the last centuries of their existence. 



WHAT THE PHCENIC'IANS DID FOR CIVILIZATION 



Taught the Greeks the use of an alphabet upon which the alphabets 
of today are based. 

Traveled widely and carried with them the learning of Egypt and 
Babylonia. 




38 



THE ORIENTAL NATIONS 

Syria 
The Hebrews 



MAP WORK 

Locate and name the city of Ur. 

By means of dotted lines show as nearly as possible the early migrations of 
the Hebrews. 

Outline the Hebrew empire under David, 

By the use of colored pencils divide David's empire into the kingdom of 
Israel and the kingdom of Judah. Write in each kingdom the approximate dates 
that mark its existence. 

Locate and name the cities of Samaria, Jerusalem and Bethlehem. 



QUESTIONS 



1. To what race did the Hebrews belong? 

2. Give their chief characteristics. 

3. Tell the story of their migrations. 

4. Describe and give an example of the 
Hebrew patriarchs, judges and kings. 

5. Give an account of the reigns of David 
and Solomon. 



6. What occasioned the division of the 
kingdom of Solomon after his death? 

7. What was the fate of the parts into 
which it was divided? 

8. Describe the return to Judea and the 
outcome. 

9. Tell about the Hebrew religion and 
literature. 



HEBREW GIFTS TO CIVILIZATION 



The Bible. 

The Talmud, a collection of Hebrew traditions and customs. 

The idea of worshipping one god. 



39 



THE ORIENTAL NATIONS 

Media and Persia 
850 B.C. (.?)— 514 B.C. 



MAP WORK 



Outline and name the land occupied by the Medes and that occupied by the 
Persians after they came to the plateau of Iran, using dark blue for Media and 
dark red for Persia. 

Outline with light blue the greatest extent included in the Median empire 
at the height of its power and give the date. 

Color with light red the greatest extent included in the Persian empire at 
the height of its power and give the date. 

Compare the extent of the Persian empire about 500 B. C. with the other 
empires you have studied as to size and extent. 

Locate and name Anshan, Sardis, Pasargadjp, ]\Iemphis, Thebes, Susa, 
Persepolis. 



QUESTIONS 

To what race did the Medes and Per- quered nations to Persia, satraps, post- 

sians belong? roads and special officers of the king. 

Tell about Cyrus the Great, showing 5 -j.^n ^^e storv of the rule and conquests 

how he obtained the throne; the con- ^f Cambvses. 

quest of Lydia and its imiiortance; 

how Babyloi'i was taken. g 0^3^,1,3^ the reign of Darius I and 

Who was Croesus and for what was he mention his chief accomplishments. 

noted ? 

7. Tell about Persian ideas of art, their 

Describe the organization of the Persian religion and literature and their ideas 

empire, touching on relations of the con- of honor and justice. 



Persia contributed little to European progress except by checking 
the barbarians of the north in their inroads on the civilized south. 




42 



REVIEW OF ORIENTAL NATIONS 



MAP WORK 



Outline and name on the map the homeland of each of the oriental nations 
you have studied and locate and name the chief city or cities of each. 

Trace the principal trade routes of the Orient. 



QUESTIONS 



1. Where were the earliest centers of the 
oriental civilization ? 

2. Tell what you can about the ideas of 
government, religion, economic life, 
science and art of the oriental nations. 

3. How do we know about this early 
history? 

4. What remains of those times have we? 

5. Compare the Nile and Euphrates val- 
leys as to physical features and their 
influence; the peoples and their ways 
of living; their achievements. 



6. How was the culture of the oriental na- 
tions blended through the invasion of 
Egj-pt by the Shepherd kings and the 
Hebrews; by the Assyrian and Egyp- 
tian conquests; through the commerce 
carried on in Syria? 

7. Tell how and by what peoples the cul- 
ture of the oriental nations was carried 
to the west. 

8. Into what World Empire were the 
oriental nations finally joined? 

9. Tell what each of these nations did for 
future civilization. 



NOTES 



48 



ANCIENT HELLAS 

The Land and the Mgean Basin 



MAP WORK 

Divide the peninsula of Greece into Northern, Central and Southern Greece. 

Divide Northern Greece into the districts of Epirus and Thessaly. 

Draw in and name the Canibunian mountains and the Pindus mountains. 

Locate and name Olympus and Ossa and show how the pass between them 
forms an entrance from the sea to the mountain-surrounded plain of Thessaly. 

In Central Greece locate and name the districts of Phocis, Boeotia and Attica, 
and the cities of Delphi, Thebes and Athens. 

Write in Southern Greece the name by which the Greeks called it. 

Locate and name the Isthmus of Corinth, the districts of Corinthia, Arcadia, 
Argolis, Laconia, Achsea, Messenia and Elis and the city of Corinth and the 
city of Sparta. 

Locate and name the .-Egean sea and the chief islands and groups of 
islands which surround Greece. 



QUESTIONS 



Give the climate and products of each 
division of Greece. 

Note that the rivers are too small for 
commerce. Note how the mountains of 
Greece and the arms of the sea cut the 
land into separated sections. What in- 
fluence would you say these facts would 
have upon the history of the ancient 
Greeks? 



3. Why were the islands of the .^igean 
sea called "stepping stones"? 



4. Compare the size of Greece with the 
eastern lands you have studied. 



5. Compare the size of Greece with that 
of the state in which you live. 



NOTES 



45 



ANCIENT HELLAS 

The People, Their Legends and Early History 
2000 B.C. (.?)— 750 B.C. 



MAP WORK 

Locate and name Myccnje and Tiryns. 

Locate and name the cities that were thriving centers before TOO B. C 

Show, by the use of colored pencils, the Delian and Delphian Leagues. 



QUESTIONS 



1. Who were the Pelasgians and where 
are the remains of their civilization 
found ? 

2. What was included in the land tiie 
Greeks called Hellas? 

3. Bv what name did thev call themselves? 
Why? 

4. To Mhat race did the ancient Greeks 
belong? 

5. Into what four tribes were they di- 
vided ? 

6. Which were the most important of 
these tribes? 

7. What was the chief city of each? 

8. Into what lands did the Hellenes find 
their way? 

9. Mention three older civilizations that 
contributed to the Greek civilization and 
show the nature of these contributions. 

10. What is the difference between legend- 
ary and authentic history? 

11. Up to what point was the history of 
Greece entirely legendary? 

12. Who was Homer? 

13. Name his greatest writings, and give 
their historical and literary value. 

14. Describe Greek society in Homeric, 
times. 

15. Describe Greek life in the legendary 
or heroic age, touching on government, 
industry, hospitality, architecture, posi- 
tion of women. 

16. Give an account of the religion of the 
■ Homeric Gi-eeks including the names 
and the attributes of their chief deities. 

IV. Give the story of the Trojan war, 
touching on its cause, duration, prin- 
cipal leaders, and result. 



18. Give an account of the Dorian invasion 
and the resulting migrations. 

19. Mention three of the labors of Hera- 
cles; two virtues personified by him. 

20. Give a reason for thinking that the 
Heracles myth did not originate with 
the Greeks. 

21. Who was Minos? 

22. What did he do? 

23. Give an account of the journey of 
Theseus to Athens; the slaying oif the 
Minotaur. 

24. State the facts supposed to be the basis 
of these myths. 

25. Give a brief sketch of the Argonautic 
expedition, giving the object and the 
result of it, and the name of the hero. 

26. Who was Oedipus? 

27. How do the poems of Hesiod differ 
from- those of Homer? 

2S. Descril^e the Theogony. 

29. Tell why it was important. 

30. Aliout how much later were the poems 
of Hesiod written than those of Homer? 

31. Show that many Greek cities were in 
reality separate and independent states. 

32. Show how the history of Greece was 
affected by this condition. 

33. Mention the three elements of the polit- 
ical organization of the early Greek city 
and state the authority of each. 

34. Explain why it was difficult for the 
Greek city-states to imite. 

35. Describe the leagues, or amphictyonies, 
into which the Greek cities joined 
themselves and give the purjiose. 



47 



STATE AND NATIONAL DEVELOPMENT IN GREECE 
TO THE FOREIGN WARS 

750 B. C— 500 B. C. 

Age of Colonial Enterprise 



MAP WORK 

Locate and name tlie Greek cities that were foremost in planting colonies. 

•Outline in color tlie districts where colonies were located, using pencils of 
different colors to show the Ionian, ^Eolian, Dorian and Ach^van colonies. 



QUESTIONS 



1. Give the reasons that led to the found- 
ing of Greek colonies. 



2. Describe the founding 
colony. 



of an early 



.3. Give the relation between a Greek 
colony and its mother city. 

4. Tell what attracted the Greeks to the 
different lands where their colonies were 
planted. 



NOTES 



49 



STATE AND NATIONAL DEVELOPMENT IN 
GREECE^TO THE FOREIGN WARS 

750 B. C— 500 B. C. 
Order of Political Evolution — SjMrta — Athens 



MAP WORK 

Locate and name Sparta. 

Outline and number in the order of their conquest the districts of the 
Peloponnesus which Sparta brought under her control. 

Outline and name Attica and locate and name Athens. 



QUESTIONS 



1. Describe how many of the early Greek 
states were changed from monarchies 
to aristocracies (oligarchies). 

2. Tell about the rise of the tyrants. 

3. Define the meaning of "tyrants" as 
used by the Greeks. 

4. Which class did the tyrants befriend? 

5. Give reasons for the growth of popular 
discontent. 

6. Name the chief good accomplished by 
the tyrants. 

7. What two forms of government were 
possible to a city-state after the over- 
throw of its tyrant rulers? 

8. Name an important Greek city typical 
of each of these forms of government. 

9. To which Greek tribe did the people 
of Sparta belong? 

10. Sketch the history of Sparta from the 
earliest times to 500 B. C. 

11. Describe briefly the form of govern- 
ment and the sjstem of training sup- 
posed to have been established by 
Lycurgus. 

12. What were the different features of 
Spartan government and of Spartan 
life? 

13. Show the result of the Spartan system 
of education on the state, the family 
and the individual. 

14. State the effect on the Messenians of 
the first Messenian war; the second 
Messenian war. 

15. Show the importance of these wars to 
the subsequent history of Sparta. 

16. Describe the Peloponnesian League. 

17. To what tribe did the people of Attica 
belong? 

18. What was the earliest form of govern- 
ment in Athens? 

19. Give a sketch of the government from 
that time to the time of Draco. 



20. Give an account of the rebellion of 
Cylon and state the causes and results. 

21. What was the condition of Athens 
when Solon became prominent? 

22. What was the condition of the poor? 

23. What course did Solon pursue in regard 
to the laws of Draco? 

24. Describe the government of Athens in 
the time of Solon touching on archons, 
Council of the Areopagus, Council of 
the 400, Ecclesia. 

25. Show how Pisistratus became tyrant of 
Athens and how he used his power. 

26. Give an account of the expulsion of 
the tyrants from Athens. 

27. Give an account of Clisthenes and men- 
tion three important changes made by 
him in the constitution of Athens. 

28. Explain in regard to ostracism, its 
origin, its purpose and why it fell into 
disuse. 

29. Compare Athens with Sparta as to 
government, social customs, and char- 
acter of inhabitants. 

30. Tell what you can about the intellec- 
tual progress in Hellas before 500 B. C, 
in art, poetry, philosophy and religion. 

31. Describe the Olympian games giving 
the time, place, duration and kind of 
contests. 

32. What was the victor's prize? 

33. What other rewards did the victor re- 
ceive ? 

34. Explain the influence of the Greek 
games in promoting sculpture, litera- 
ture, commerce and a feeling of race 
unity. 

35. Mention all the bonds that tended to 
unite the states of Greece. 

36. Give two reasons why the Greeks 
failed to become a united nation. 



51 



FOREIGN WARS OF THE GREEKS 

560 B.C.— 479 B.C. 
Lydian and Persian Conquests in Asia Minor 



MAP WORK 



Outline and name L^'dia. 

Show by the use of a colored pencil the spread of tlie Persian empire towards 
the west under Cyrus, Cambyses and Darius, outlining and marking with a "G" 
the lands that belonged to the Greeks. 

Outline and name the land occupied by the Scythians. 

Locate and name Sardis. 

Outline and color Ionia and the Greek districts that united in the Ionic 
revolt against the Persians. 

Locate and name Miletus. 



QUESTIONS 



1. While the Greeks were spreading out 
and making great intellectual progress 
in many lines, what Asiatic empire 
was gaining power in the East? 

2. Under tiie control of what coimtry 
were the Greek cities when Cyrus con- 
quered Lydia? 



3. Give an account of the Persian conquest 
of Lydia and show the importance of 
this conquest as it concerned Greece. 



4. Who were the following men and how 
did their lives effect Greek history — 
Croesus, Cyrus, and Cambyses? 

5. Compare the treatment of the Greek 
cities in Asia Minor by Croesus and 
Cyrus. 

6. Describe the Scythian expedition and 
give its result. 

7. Describe the Ionic revolt including the 
attacks on Sardis and Miletus and give 
the results of these attacks. 



NOTES 



FOREIGN WARS OF THE GREEKS 

560 B. C— 479 B. C. 

Persian Invasion 



MAP WORK 



Show by a dotted line and label the course taken by the first expedition sent 
by Darius against Greece. 

liOcate and name Thrace. 

Locate and name Mount Athos. 

Show by another dotted line and label the course taken by the second expedi- 
tion sent by Darius. 

Locate and name Eretria and Marathon. 

Show by a dotted line and label the invasion of Greece by Xerxes. 

Locate and name Thermopylae. 

Locate and name Athens, Salamis, Plataea and Mycale. 



QUESTIONS 



1. Describe the first expedition sent by 
Darius against Greece and give the 
result. 

2. Describe the second expedition, and 
name and give the date and the result 
of its decisive battle. 

3. What effect did this battle have on the 
Athenians ? 

4. To what extent were the Athenians 
aided in the battle of Marathon? 

n. What prompted this aid? 

6. To what source did they apply? 

7. With what results? 

8. What was the naval policy of Themis- 
tocles ? 

9. Compare the policy of Themistocles 
with that of Aristides. 

10. How was the contention settled? 



11. Give an account of the Congress at 
Corinth in 481 B. C. and state its re- 
sults. 

12. Give an account of Xerxes' invasion of 
Greece including the date and results 
of the battles of Tliermopylas and 

Salamis. 

13. What fate befell Athens? 

14. Kxjdain the importance of this invasion 
to history. 

15. Describe the battle of Plataea and give 
the result. 

16. Descrilie the battle of Mycale and give 
the residt. 

1 7. In what way were the results of the 
Persian wars important to later civili- 
zation? Illustrate by references to 
characteristic differences between Per- 
sian civilization and Greek civilization. 



FOREIGN WARS OF THE GREEKS 

560 B. C— 479 B. C. 



The Funic In 



vasion 



MAP WORK 



Locate and name the Greek colonies that formed the chief centers of Western 
Greece. 

Locate and name Carthage. 



QUESTIONS 



1. Tell about the founding of the colonies 
of Western Greece. 

2. At the time Persia was trying to con- 
quer Greece what other jiower, allied 
with Persia, was threatening certain of 
the Greek cities? 

3. Where were these cities situated? 



4.1 Give the name of the leading city in 
the defense of Western Greece. 



"). What tyrant was ruling there at that 
time? 

(). Describe and give the date and results 
of the battle of Himera. 



NOTES 



THE PREEMINENCE OF ATHENS 

479 B. C— 431 B. C. 



MAP WORK 

Locate and name Athens and the Piraeus. 

Locate and name Delos. 

Color on the map the greatest extent reached by the Athenian empire. 



QUESTIONS 



1. Describe .the rebuilding and fortifying 
of Athens after the defeat of the 
Persians. 

2. Under what leader was the work done? 

3. What other place did he strongly for- 
tify and why? 

4. Give an account of the Delian con- 
federacy covering the purpose and na- 
ture. 

5. Under whose leadership was it formed? 



6. Who was Cimon, and why has he been 
called the Nelson of the Greeks? 

7. Explain the failure of the confederacy 
of Delos and show how it was con- 
verted into the Athenian empire. 

8. Show how the political views of Cimon 
and Pericles differed and relate the cir- 
cumstances that led to the ostracism of 
Cimon. 

9. What was the foreign policy of Pericles 
in regard to Persia, Egypt, and Cyprus? 



NOTES 



THE PERICLEAN AGE 

and 
THE ATHENIAN DEMOCRACY 

461 B. C— 431 B. C. 



MAP WORK 

. Show the fortifications of Athens and name the Long Walls. 

Locate and name the Acropolis, the Pnyx, the Parthenon, the Propylaea, the 
Erechtheum, the theatre of Dionysus, the Odeon, the Dipylon Gate. 



Tell about the plans of Pericles for a 
great Athenian empire and describe the 
ways in which Sparta checked them. 



QUESTIONS 

9 



State the general j)rovisions of 
Thirty Years' Truce. 



Show how this truce marked 
in the plans of Pericles. 



change 



Descril e the government of Athens 
under Pericles. 

State by what means Pericles increased 
the political power of poor citizens. 

How was an Athenian jury chosen and 
how was a trial conducted? 

Descrilie tlie aim and means of educa- 
tion in the age of Pericles. 

Descrilie tlie social, industrial and com- 
mercial life of Athens at this time. 



Describe the character of Pericles and 
his influence over the Athenians. 

l(t. Mention one good result and one evil 
residt of the constitutional reforms of 
Pericles. 

11. Tell how the Athenians under Pericles 
beautified their city, and describe the 
Acropolis. 

12. Name the three orders of Greek archi- 
tecture and describe each by a drawing 
or otherwise. 

1.3. Tell about the development of Greek 
art, literature and philosophy during 
the fifth century B. C. 

14. Give an account of the life of Socrates 
and describe his teachings. 

LI. "Who were the following, and for what 
was each noted: Phidias, .^schylus, 
Sophocles, Euripides, Aristophanes, 
Herodotus. 



NOTES 



WARS BETWEEN THE GREEK STATES 

431 B. C— 404 B. C. 

Peloponnesian War 



MAP WORK 



With colored pencils show the Athenian empire at the outbreak of the 
Peloponnesian war and the states that were allied with Athens and with Sparta. 

Locate and name Potidsea, Corinth, Plataea, Thebes, Amphipolis, Syracuse. 



QUESTIONS 



1. How many of the thirty years of truce 
had passed when the Peloponnesian war 
broke out? 

2. Give the real cause and the immediate 
occasion of this war. 

3. Compare Athens and Sparta at the be- 
ginning of the war touching on military 
strength, naval strength, financial re- 
sources and allies. 

4. Describe the two main features of the 
plan of Pericles for conducting the 
Peloponnesian war. 

5. Give an account of the battle of Plataea 
touching on circumstances leading to 
the battle, contending parties, results. 

6. Tell about the death of Pericles. 

7. Give an account of two events that 
show the unusually cruel character of 
the Peloponnesian war. 

8. Who were the following and what part 
did they take in the war: Cleon and 
Brasidas? 



9. Who was Nicias? 

10. Tell about the Peace of Nicias and give 
its results. 

11. W^rite an account of the Sicilian expe- 
dition touching on its purpose, im- 
mediate occasion, cause of failure, ef- 
fect on Athens. 

12. Give an account of the conduct of 
Alcibiades in the Peloponnesian war 
including his intrigues with Persia. 

13. Give an account of Lysander's part in 
the war. 

14. Relate the events that led to the fall 
of Athens. 

1.5. What conditions were imposed on 
Athens by Sparta and her allies at the 
close of the Peloponnesian war? 

16. Give the dates that mark the beginning 
and the end of the Peloponnesian war. 

17. Describe the political conditions of 
Hellas at the close of this war. 



NOTES 



WARS BETWEEN THE GREEK STATES 

404 B. C— 371 B. C. 

The Hegemony of Sparta 



MAP WORK 



Show on the map the march of the Ten Thousand and locate and name 
Cunaxa. 



QUESTIONS 



1. Give the meaning of "Hegemony." 

2. Who was the Spartan leader after the 
Peloponnesian war? 

3. Describe the Spartan treatment of the 
Grecian cities and the form of govern- 
ment set up in them. 

4. Tell about the Thirty Tyrants of 
Athens. 

5. Give an account of their rule and the 
outcome. 



6. State in regard to the expedition of 
the Ten Thousand under Cyrus, the 
purpose, an immediate result, a remote 
result. 

7. Give the name and the author of the 
famous narrative of this expedition. 

S. Who was Agesilaus? 

9. Describe the war between Persia and 
Sparta and tell how Artaxerxes con- 
trived to have the Spartan troops with- 
drawn from his empire. 



NOTES 



65 



WARS BETWEEN THE GREEK STATES 

371 B. C— 362 B. C. 

The Attejnptcd Hegemony of Thebes 



MAP WORK 

Color and name the leading Greek states which united against Sparta in 
the Corinthian war. 

Outline and name Chalcidice. 

Locate and name Thebes and Leuctra. 

Outline and name Arcadia. 

Outline and name Messenia, Thessaly and Macedonia. 

Locate and name Mantinea. 



QUESTIONS 



1. Describe the Corinthian war and state 
the terms of the Peace of Antalcidas. 

2. Describe the Olynthian League and 
Sparta's treatment of it. 

3. What acts led to the uprising of 
Thebes ? 

4. Tell the story of this uprising and name 
the two Theban leaders. 

5. Describe the new Athenian League and 
tell how it differed from the Delian 

^League. 

6. In what did the power of Sparta lie? 

7. Give reasons why Sparta failed to se- 
cure Hellenic unity. 

8. After the victory at Leuctra what 
policy did Epaminondas adopt? 

9. Describe his first invasion of the 
Peloponnesus and give its most im- 
portant result. 

10. How did he alienate Athens? 



11. AVhat did Pelopidas accomplish in the 
north ? 

12. Tell about the Thel)an relations with 
Persia. 

1.3. Describe the battle of Mantinea and 
give the results. 

14. How did the death of Epaminondas 
affect the supremacy of Thebes? 

15. Describe and give the I'easons for the 
condition of the Greek cities following 
the short lived Theban supremacy. 

16. Who was the Greek historian of this 
period ? 

17. Compare his work with that of Hero- 
dotus and Thucydides. 

18. Who were the following and for what 
are they noted: Lysias, Isocrates, 
Plato? 

19. What can you tell about the Greek art 
of this period? 



67 



WARS BETWEEN THE GREEK STATES 

The Western Greeks 
Approximately 410 B. C. to 300 B. C. 



MAP WORK 

Locate and name Carthage. 

Name Sicily. 

Locate and name Egesta, Selinus, Himera, Agrigentum, Syracuse. 

Outline the section of Magna Graecia conquered by Dionysius I. 



QUESTIONS 

Tell the story and give the results of 4. Who was Dionysius I? 

the Punic invasion. „ ., , , , „ 

5. Describe how he made Syracuse su- 

Tell the story and give the results of ^veme in Western Greece. 

the Sicilian expedition. g ^^^ ^^ Timoleon? 

Describe the acts of the Carthaginians 7. Tell the story of his coming to Syracuse 

in Sicily between 410 B. C. and 405 and describe the changes that took place 

B. C. under his authority. 



NOTES 



WARS BETWEEN THE GREEK STATES 

The Rise of Macedonia 
359 B. C— 336 B. C. 



MAP WORK 

Outline and name Macedonia, 

Outline and name Chalcidice. « 

Locate and name Amphipolis, Pydna, Potidaea, Olynthus. 

Locate and name Thrace and sliow the part conquered by Philip. 

Outline and name Thessaly. 

Outline and name Phocis and locate and name Delphi. 



QUESTIONS 



1. Descrilje and give the reasons for the 
condition of the Greek cities following 
the supremacy of Thebes. 

2. What state now rose into prominence? 

3. State the racial and the political rela- 
tions existing between the Macedonians 
and the Greeks during the reign of 
Philip II of Macedon. 

4. Under what circumstances did Philip of 
Macedon learn the Grecian language 
and customs? 

5. Describe his character. 

6. Describe the Macedonian phalanx. 

7. Give an account of the growth of 
Macedonian power under Philip II and 
sliow how its growth conflicted with 
Athenian interests. 

8. What was the attitude of Demosthenes 
towards the Macedonian supremacy and 
how far was his attitude justified? 



9. Give the causes of the Second Sacred 
war. 

10. Why, and by whom was Philip asked 
to take part in this war? 

11. With what results? 

12. Describe the battle of Chgeronea, giving 
the cause, results and date. 

13. Tell about the Congress at Corinth in 
338 B.C., giving its objects and com- 
pare it with the Congress at Corinth in 
481 B.C. 

14. Tell what you can about the growth of 
the idea of Grecian conquest of Persia 
from the time of Cimon to that of 
Philip of Macedonia. 

15. Although Philip died before the con- 
quest of Persia was really under way, 
describe what great work he had 
started which effected all future civil- 
ization. 



THE EMPIRE OF ALEXANDER 

336 B. C— 146 B. C. 

"The Mingling of the East aiid West" 



MAP WORK 



Outline Alexander's empire, showing and naming the countries conquered 
and numbering them in the order of their conquest. 

Trace the route of Alexander's march, marking the sites of important bat- 
tles and cities founded by him. 



QUESTIONS 



1. Who succeeded Philip of Macedon? 

2. Describe Alexander's boyhood and edu- 
cation. 

3. Show how the way for Alexander's 
conquest was prepared by each of the 
following: the expedition of the 10,000 
Greeks under Cyrus, the Second Sacred 
war. 

4. Tell the story of Alexander's conquest 
of Asia Minor, Egypt, Persia and the 
far East. 

5. What commercial, political and intel- 
lectual results grew out of Alexander's 
conquest ? 

6. Describe the plan of Alexander regard- 
ing his empire. 

7. Sketch the character of Alexander and 
give an account of his death. 



8. What happened to his empire after his 
death? 

9. Name and give an account of the chief 
kingdoms into which the empire was 
divided. 

10. Describe the condition of the cities of 
Greece at the time of Alexander's death. 

11. Give an account of the Lamian war. 

12. What two leagues were formed in 
Greece in the third century, B. C. ? 

13. Tell the story of the Achaean League, 
naming its leader, stating its purpose and 
describing its conflict with Sparta, and 
showing how this conflict led to Mace- 
donian, and later to Roman, intervention. 

14. State briefly the influence of ancient 
Greece on modern times. Give illus- 
trations. 



WHAT GREECE GAVE 


THE WORLD 

which many later 


schools of 


Splendid ideals in philosophy upon 


philosophy have been founded. 








A wonderful literature which has been read and valued 


by 


all suc- 


ceeding ages. 








Unsurpassed achievements in art. 








Perhaps greatest of all — the idea of 


a government of the 


people, 


by the people, for the people. 









73 



EARLY ROME AND THE ROMAN REPUBLIC 
TO ITS SUPREMACY IN ITALY 

753 B.C. (.?)— 264B. C. 

The Land and the People 



MAP WORK 

Name the peninsula of Italy. 

Draw in and name the Alps and the Apennines, 

Divide the peninsula into Northern, Central and Southern Italy and trace 
and name tlie chief rivers of each division. 

Outline and name the following districts of Northern Ital}^ : Liguria, 
Cisalpine Gaul, Venetia. What does Cisalpine Gaul mean.'' 

In Central Italy outline and name Etruria, Latium, Campania, Umbria, 
Picenum, Samnium and the country of the Sabines. 

Outline and name the following districts of Southern Italy : Apulia, 
Lucania, Calabria and Bruttium. 

Locate and name the city of Rome. 

Show the part of Italy known as Magna Grsecia. 

Name the waters which surround Italy. 

Name the large islands shown on the map. 



QUESTIONS 

1. study the surface of Italy and com- G. What do we know of the early peoples 

pare it with that of Greece. of Italy and the directions from which 

they came. 

7. Name the chief races of these early 
peoples. 



State which part of Italy you think 
would be most favorable to the develop- 
ment of a civilized life and to a united 

nation and give your reasons. g Which was the most civilized? 

Give the climate and products of each 9. Name the two principal divisions or 

division of Italy. stocks of the Italians and tell to what 

districts each belonged. 

Tell what lands lie to the east, south ^^^ ^^^^^^ ^^ ^^^ j^^U^^^ peoples was the 

and west of Italy. ^^^^ important? 

What name was given that part of Italy 11. Describe the Etruscans and tell how 

colonized by the Greeks? they influenced the early Latins. 

75 



ROME 

THE WALLS OF THE REPUBLIC 




76 



EARLY ROME 

The 3Ionarchy and the Early Republic 
Class Struggles and Plebeian Triumph 



MAP WORK 



Locate and name the Forum, the Comitium, the Circus Maximus, Via Sacra 
or the Sacred Way, Capitoline Hill. 



QUESTIONS 



1. What do you know about the founding 
of the city of Rome? 

2. What remains of the ancient city have 
been revealed by modern excavations? 

3. What was the Cloaca Maxima and for 
what was it used? 

4. Tell the traditional story of the found- 
ing of Rome. 

5. Describe the early history of Rome as 
told in the Roman legends and give the 
value of these legends. 

6. Give an account of the Roman family, 
touching on the power of the father, 
household gods and worship, depen- 
dents, relation to the gens. 

7. Describe the Roman government under 
the early kings, including the king, the 
senate and the assemblies. 

8. Tell about the growth of the city under 
the kings. 

9. Who were the patricians, the plebeians? 

10. How were they related? 

11. Give an account of the military reform 
usually ascribed to Servius TuUius and 
show how this reform aided the plebe- 
ians in securing political rights. 

12. Of whom was the comitia centuriata 
composed, and what powers were en- 
trusted to them? 

13. Describe the Roman religion touching 
on chief dieties, augury and divination 
and sacred colleges. 

14. Show how and why the religion of 
Rome was so closely interwoven with 
her political history. 

15. Tell the story of the expulsion of the 
Etruscan kings and give the date and 
results. 



16. Tell how Rome had begun to increase 
her power over her neighbors before 
the end of the monarchy. 

17. What important changes in the govern- 
ment of Rome resulted from the ex- 
pulsion of the kings? 

18. From what class were the consuls at 
first elected? 

19. What was the length of their term of 
office and what were their duties? 

20. What were the powers of the dictator?^ 

21. Under what circumstances and by what 
authority was a dictator appointed? 

22. Give an account of the economic and 
social condition of the plebeians at the 
beginning of the republic. 

23. Mention the grievances that caused the 
first secession to the Sacred Mount. 

24. State in detail what was gained by this- 
movement. 

25. State in regard to the Twelve Tables 
the conditions that gave rise to them 
and the method by which they were 
secured. 

26. What power was given to the decemvirs, 
and how did they use it? 

27. Tell the story and give the results of 
the second secession to the Sacred 
Mount. 

28. Describe the conditions which led tO' 
the Licinian laws, and tell what they 
gained for the plebeians. 

29. Tell what the plebeians gained through 
the Hortensian law. 

30. Give an outline of the Roman constitu- 
tion in 286 B. C, including a descrip- 
tion of the duties of the magistrates^ 
senate and assemblies. 



77 



THE EARLY ROMAX REPUBLIC 

Establishing- Eoinan Supremacy in Italy 
509 B.C. (?)— 264 B.C. 



MAP WORK 

Outline and name Latium and locate and name Rome. 

Outline and name the lands occupied by the Volscians, ^^^quians, the Sabines 
and the Etruscans. 

Locate and name Veii. 

Indicate the land from which the Gauls descended on Rome. 

Locate and name Sentinum. 

Locate and name Tarentum. 

Locate and name Ben even turn. 

Draw and label the Appian Way- 



QUESTIONS 



Describe the nature, causes and results 
of the troubles with neighboring peo- 
ples which almost constantly arose in 
the early days of the Roman republic. 

Give an account of the seige of A'eii 
and its residts. 

Give an account of the sack of Rome 
by the Gauls. 

How is our knowledge of Roman liis- 
tory affected l)y this event? 

Give the result of the revolt of the 
I^atin cities. 

Relate the legend of Titus Manlius 
and of Decius Mus. 

Give an account of the Samnites, touch- 
ing on territory and characteristics. 

State in regard to the Samnite wars, 
the approximate date and duration, 
the general cause and two important 
results. 



9. Give an account of the war with 
Pyrrhus, stating the cause, Rome's re- 
ply to the peace proposals of Pyrrhus, 
and the results of the war. 

10. State the part of Italy now under 
Roman rule. 

11. CJive an account of the plan by which 
Rome bound her subject states to her- 
self. 

I'l. What two classes of colonies did Rome 
establish in her conquered territory? 

l."!. Describe each class. 

14. How were these colonies kept in close 
touch with Rome? 

15. Describe the Appian Way and name 
the important cities connected. 

l(j. Describe the construction of a Roman 
road. 

17. Show the importance of a Roman 
colony in extending Roman power. 



79 



ROME BECOMES SUPREME IN THE 
MEDITERRANEAN BASIN 

264 B. C— 133 B. C. 

The First Punic War 

and 

The Co7iquest of Cisalpine Gaul, Sardinia and Corsica 



MAP WORK 



Locate and name Italy, Carthage, Sicily, Syracuse, Agrigentum, Mylae, 
Panornms, the Agates islands. 

Outline and name Cisalpine Gaul and name Corsica and Sardinia. 



QUESTIONS 



1. Compare Rome with Carthage at the 
beginning of the Punic wars, as to ex- 
tent of territory, government, military 
and naval strength, characteristics of 
the people. 

2. Explain why a contest between Rome 
and Carthage was unavoidable. 

3. What was the cause of the First Punic 
war? 

4. Give an account of the building of the 
first Roman navy, and state what was 
accomplished by this navy. 

5. Show how a naval battle of the First 
Punic war differed from a naval battle 
of the Great World war. 



Describe the defeat of Reguk 
effect on the Romans. 



and its 



7. Tell the story of Regulus and the 
Carthaginian Embassy. 

8. Summarize the leading events of the 
First Punic war following the Cartha- 
ginian Embassy and name the great 
Carthaginian leader. 

9. Give the dates of the First Punic war 
and its results, showing that Sicily be- 
came the first Roman province. 

10. Tell the story of Rome's conquests in 
the north of Italy and in the Mediter- 
ranean during the years which followed 
the First Punic war and name the 
islands which formed her second 
province. 

11. Tell the story of the revolt against 
Carthage in Africa, giving its cause 
and results. 



NOTES 



ROME BECOMES SUPREME IN THE 
MEDITERRANEAN BASIN 

264 B. C— 133 B. C. 

The Second and Third Punic Wars 



MAP WORK 

Locate and name New Carthage, Saguntum. 

Trace the route of Hannibal's invasion of Italy. 

Locate and name Lake Trasimenus, Cannae, Metaurus, Tarentum, Capua, 
Syracuse, Zama, Numantia. 



QUESTIONS 



1. Describe the efforts of Carthage to ex- 
tend her power into Spain during the 
years which followed the First Punic 
war, and name the Carthaginian gen- 
eral in command. 

2. Who was Hannibal? 

3. Tell the story of his vow regarding 
Rome. 

4. Relate the circumstances that led to 
the Second Punic war and give the 
dates of the war. 

5. Give an account of Hannibal's invasion 
of Italy, naming three important battles 
and giving their results. 

6. Explain the arrangement and move- 
ments of the troops of the contending 
armies in the battle of Cannae. 

7. What three cities were either captured 
or joined the Carthaginians? 

8. What stand did the Latin colonies take? 

9. How did the Romans fare in Spain 
during the Second Punic war? 



10. Who commanded their forces in Spain? 

11. Give the reasons for Hannibal's failure 
to complete the conquest of Italy. 

12. Describe the battle of Zama and give 
its results. 

13. State, in general, the terms of the 
treaty at the close of the Second Punic 
war. 

14. Give the real cause, the pretext, the 
principal events and the result of the 
Third Punic war. 

15. Tell about the subjugation of Spain 
and give the date and results. 

16. Give the reasons for the success of 
Rome in the war with Carthage. 

17. State with reasons your opinion as to 
whether it would have been better or 
worse for Europe if Carthage had con- 
quered. 

18. Mention five accessions to Roman ter- 
ritory that resulted directly or indi- 
rectly from the Punic wars. 



NOTES 



ROME BECOMES SUPREME IN THE 
MEDITERRANEAN BASIN 

264 B. C— 133 B. C. 
Conquests in the Eastern Mediterranean 



MAP WORK 



Name Italy, Greece, Sicily, Sardinia, Corsica, Macedonia, Asia Minor, 
Spain, the Carthaginian territory in Africa, and, using a colored pencil, show 
the extent of the Roman conquests in 133 B. C. 



QUESTIONS 



1. Describe the condition of the Greek 
cities at the beginning of the Macedon- 
ian wars. 

2. What was the cause of the Macedonian 
wars and what was the result? 

?>. Give an account of the destruction of 
Corinth touching on its cause and the 
results. 



4. Show the successive steps by which 
Rome obtained the control of Greece 
and the effects of the conquest of 
Greece on Rome. 

5. Describe the war with Antiochus, giv- 
ing its cause and results. 

6. How and when did the kingdom of 
Pergamon become a Roman province? 



NOTES 



85 



THE ANCIENT WORLD UNDER ROMAN RULE 

DURING THE CHANGE FROM THE REPUBLIC 

TO THE MONARCHY 

133 B. C— 31 B. C. 
The Period from 133 B. C. to 88 B. C. 



MAP WORK 



Name the lands conquered by Rome by the end of the year 133 B. C, and, 
by the use of colored pencils, show which of these lands became Roman provinces 
and which became subject states. 

Outline and name Numidia. 

Locate and name Corfinium. 



QUESTIONS 



1. Describe the system by which Roman 
provinces were organized and governed. 

2. Name the chief diflferences between 
this system and that by which the cities 
of Italy were governed. 

3. Describe briefly the political and eco- 
nomic results of foreign conquests be- 
tween 264 B. C. and 133 B. C, touching 
on the growth of slavery, disposition of 
public lands, impoverishment of small 
farmers, increase of wealth, new classi- 
fication of society. 

4. Compare slavery in Rome with slavery 
in the United States, touching on the 
source of supply of slaves, the indus- 
tries in which they were employed, and 
their treatment. 

~). Show how public lands were acquired 
and disposed of. 

(5. Distinguish between optimates and pop- 
ulares. 

7. Describe the form of government of 
the later Roman republic, telling about 
the power of the senate and assemblies, 
and giving the principal officers and the 
duties of each. 

8. Describe the condition of the peasant 
farmer about 133 B. C. 

9. Explain the origin of the equites or 
Roman knights. 

10. Show why the knights after the Punic 
wars may be regarded as a privileged 
class. 



11. Describe the introduction of Greek ideas 
and learning into the Roman republic 
and tell how they effected Roman art 
and literature. 

12. Who were the Gracchi? 

13. Describe the condition of the common 
people of Rome on the eve of the re- 
forms of the Gracchi. 

14. Mention two causes that contributed to 
those conditions. 

1.3. Contrast the power of the tribune as 
established in 494 B. C. with the power 
of the tribune Tiberius Gracchus. 

1(5. How did the veto of the tribunes differ 
from that of the President of the 
United States? 

17. Give an account of an important re- 
form advocated by Tiberius Gracchus. 

18. What reforms did Gains Gracchus pro- 
pose and what was their effect? 

19. State the circumstances leading to the 
Jugurthine war. 

20. Describe the wrfr and give Jugurtha's 
exclamation while leaving Rome on 
compulsion. 

21. Describe the invasion of the Cimbri and 
the Teutones and give the results. 

22. Whose cause was championed by Sa- 
turninus and Glaucia and by Drusus? 

23. With what results? 

24. State in regard to the Social war, the 
leading cause, the approximate date 
and the important results. 



87 



15. 



THE ANCIENT WORLD UNDER ROMAN RULE 

DURING THE CHANGE FROM THE REPUBLIC 

TO THE MONARCHY 

133 B. C— 31 B. C. 

Tlie Period from 88 B.C. to 31 B. C. 



MAP WORK 

Outline and name Pontus, 

Outline and name the eastern territory conquered by Pompey. 

Outline and name the western territory conquered by Caesar. 



QUESTIONS 



state the causes of the first Mithridatic 
war and describe the campaign of SuUa. 
"Haniilcar, Hannibal, and Mithridates 
were the three great names that the 
Romans always pronounced with respect 
and dread." Give facts to justify this 
quotation. 

Sketch the eariy life of Gains Marius 
and that of Sulla. 

Tell the story of the struggle between 
Marius and Sulla, covering the revolu- 
tion of Marius, the rule of the Marian 
party under Cinna, the civil war, the 
proscriptions of Sulla, and the changes 
made by Sulla in the powers of the 
senate, the consuls and praetors. 
Name one important result of the reign 
of Sulla as a dictator. 
Give an account of Pompey's war with 
the pirates, and state facts to show the 
power of the pirates in the Mediterran- 
ean sea at the beginning of the war. 
Tell about Pompey's overcoming Mith- 
ridates and conquering and reorganiz- 
ing the East. 

Give an account of the conspiracy of 
Catiline covering the causes, the aims of 
the conspirators, and the results. 
State tlie part taken by Cicero in de- 
tecting and exposing this conspiracy. 
Who were the members of the first 
triumvirate? 
What were its plans? 
State the special contribution of each 
member to the strength of the com- 
bination. 

Give the terms of the agreement. 
State what Caesar seems to have had in 
mind in conquering Gaul. 
Give an account of the Gauls at the 
time of Caesar's invasion as regards 
leading characteristics, kind of govern- 
ment, industrial progress. 
Describe Caesar's conquest of Gaul and 
give the important results. 
Into what other land did he make his 
way? 



18. 



Explain the following: "The conquests 
of Caesar are the first link in the chain 
which binds the ancient to the modern 
world." 

Give an account of the civil war between 
Caesar and Pompey, stating the cause, 
course pursued by Caesar and the result. 
Give an account of Caesar's triumph in 
celebration of his victories. 
Compare the conduct of Sulla on his 
return from the East with the conduct 
of Julius Caesar after his victories in 
the civil war. 

Give an account of the economic re- 
forms brought about by Julius Caesar, 
and of the conditions which made such 
reforms necessary. 

Give your estimate of the character of 
Caesar as a general and as a statesman. 
Give an account of the assassination of 
Caesar and its cause. 
Give an account of the conduct of 
Anthony from the assassination of 
Julius Caesar to the formation of the 
second triumvirate. 

State in regard to the second trium- 
virate the causes of its formation, the 
members, and the terms agreed upon 
by the triumvirs. 
Describe the circumstances leading to 
the battle of Philippi and explain the 
importance of this battle. 
Give the circumstances leading to the 
battle of Actium, its date and three 
imijortant consequences. 
Describe Roman education in the last 
days of the republic. 
Describe Roman literature of this 
period. 

Give* an account of the life of Cicero 
touching on his parentage, education, 
legal victories, consulship and manner 
of death. 

Give an account of the ordinary daily 
life of Roman citizens of rank in the 
days of Cicero. 

Name four noted Roman historians in 
the last century B. C. 







^ 



i<f 



^ 



THE ANCIENT WORLD UNDER THE ROMAN 
EMPIRE 

31 B. C— 375 A. D. 

The Establishment of the Emjnre. The Julian and Flavian Ccesar, 
31 B. C— 96 A. D. 



MAP WORK 



Trace on the map the outhnes of the Roman empire under Augustus, and 
draw in and name the principal natural boundaries. 

Outline and name the provinces of Raetia, Noricum, Pannonia, Ma^sia, 
Belgica. 

Locate and name the Teutoberg forest. 

Name all the provinces of the Roman empire and mark each one as to 
whether it was an imperial or a senatorial province. 

Outline the territoi-y in Britain subjected to Roman rule under Claudius 
and Domitian. 



QUESTIONS 



1. What great change took place in the 
Roman form of government in 31 B. C. ? 

2. Give a short account of the founding 
of the empire by Augustus, with char- 
acter sketch of the first emperor. 

3. By what title was he called? 

4. What was the meaning of the title Prin- 
ce ps ? 

5. Why was Augustus Caesar careful to 
retain republican forms of government? 

6. Mention some of the republican forms 
of government retained by him. 

7. What changes did Augustus make in 
the army? 

8. How did the establishment of the em- 
pire affect the government of the city 
of Rome? 

9. Into what classes were the provinces di- 
vided and how was each class governed? 

10. Give an account of the victory of Ar- 
minius over Varus. 

11. Show what change it made in the 
Roman frontier and give its historical 
importance. 

12. Explain how and wiiy Augustus en- 
couraged literature. 

13. Mention three great writers of the 
Augustan age and give a brief account 
of the works of one of them. 

14. Describe two measures employed by the 
emperor Tiberius to maintain absolute 
power. 



1.5. Show how Caligula became emperor and 
state two reform measures of the early 
part of his reign. 

1(5. Describe and account for the cruelty 
and extravagance displayed in the later 
days of his reign. 

17. Describe an important conquest in the 
reign of Claudius. 

18. What was the chief event in the reign 
of Nero? 

10. Tell about the revolt of the Jews and 
the destruction of Jerusalem under 
Vespasian. 

20. Describe the revolt on the German fron- 
tier and give its results. 

21. Show the influences that are supposed 
to have changed the policies of Tiberius 
during the latter part of his reign. 

22. Describe the extending of the Roman 
power in Britain under Domitian. 

23. Tell about the life in a Roman town 
in the days of the empire, describing 
the general appearance (use Pompeii as 
a type), the government, the amuse- 
ments, the graffiti. 

24. Describe life in the provinces. 

2.5. By what means was travel and corre- 
spondence increased? 

2(j. Describe the changes which took place 
in industry and commerce during the 
imperial period. 



91 



THE ANCIENT WORLD UNDER THE ROMAN 
EMPIRE 31 B. C— 375 A. D. 

The Five Good Emperors 96 A. D.— 180 A. D. 

The Soldier Emperors 180 A. D.— 284 A. D. 

The Absolute Emperors 284 A. D.— 375 A. D. 

The Rise of Christianity 



MAP WORK 

Trace on the map the frontiers established by Augustus, and outHne and 
name the provinces added by Trajan which marked the greatest extent of the 
Roman empire. 

Show the location and name Hadrian's Wall. 

Locate and name Palmyra. 



QUESTIONS 



By whom were the five good emperors 
elected ? 

What can you say of the government 
and administration during their reigns? 
Give a brief account of Nerva's reign. 
Give an account of the reign of Trajan 
touching on the territory he added to 
the empire. 

State the policy in regard to the 
boundaries of the empire of each of the 
following: Augustus, Trajan, Hadrian. 
Tell about the travels of Hadrian giv- 
ing their purpose and what he ac- 
complished. 

Describe the reign of Marcus Aurelius, 
covering his character as shown by his 
writings, the Asiatic plague, and the 
Marcomanic war. 

Name some of the writers that caused 
this period to be called "The Silver Age 
of Literature." 

Give the story, of the proclaiming of 
Septimus Severus as emperor. 
Contrast the condition of the empire 
under the five good emperors with its 
condition under the soldier emperors. 
Name the one act of Caracalla's reign 
which was of political importance. 
How would you characterize the reign 
of Elagabalus? 

Contrast his reign with that of Aure- 
lian, one of the few good emperors of 
this period. 

Tell the story of the fall of Palmyra. 
State, with reference to the empire in 
the century that intervened between the 
reigns of Marcus Aurelius and Diocle- 



tian, two external dangers and three 
signs of internal weakness. 

](). What changes did Diocletian make in 
the manner of governing the empire? 

17. Explain why the reign of Diocletian 
marked an epoch in the history of the 
Roman empire. 

18. Under what circumstances did Con- 
stantine the Great become sole ruler 
of the Roman empire? 

19. What circumstances led the Emperor 
Constantine to issue the Edict of Milan, 
313 A.D.? 

20. Give an account of the council at Nice, 
325 A. D., and its results. 

21. State two reasons for the transfer of 
the capital to Constantinople. 

22. Describe Constantine's reorganization of 
the provinces and give his reasons for 
the changes. 

23. Give the most important changes which 
were made in the officials under him. 

24. Among what classes of people did 
Christianity first take strong hold? 

25. What was the attitude of the Roman 
government toward Christianity in its 
early days? 

26. Why are the names of some of the best 
of the Roman emperors to be found 
among the persecutors of the early 
Christians? 

27. Describe the persecutions. 

28. Tell the story of the growth and spread 
of Christianity. 

29. Under whom was Christianity made the 
state religion of the empire? 



TRANSITION PERIOD 

376 A. D.— 800 A. D. 

Invasions and Fall of the Western Empire 
376 A. D.— 476 A. D. 



MAP WORK 



Show on the map the Roman empire of the East. The Western Roman 
empire. 

Trace and name the routes of migration and the kingdoms founded by the 
Ostrogoths, Visigoths, Burgundians, and the Vandals between 376 A. D. and 
476 A. D. 



QUESTIONS 



Review the circumstances under which 
the Romans had come into contact with 
the Germans from tlie days of Caesar 
through the time of Julian the Apostate. 

Name the chief tribes of the German 
or Teutonic race. 

Describe the personality, the customs 
and leading characteristics of the Teu- 
tons. 

Give an account of the invasion of the 
Goths in the reign of Valens. 

Describe the treatment accorded the 
Visigoths by Valens and by Theodosius. 

State the results in each case. 

Give an account of the career of Alaric, 
toucning on his first invasion of Italy, 
his second invasion of Italy, his treat- 
ment of Rome, his death and burial. 
Give an account of the Vandals, cover- 
ing the route of their invasion, settle- 



11. 



16. 



ment in Europe, conquest of Africa, 
the invasion of Italy. 
Give an account of the Hunnish inva- 
sion of the fifth century, touching on 
its origin, its leader, the characteristics 
of the invaders, the effects on Teutonic 
tribes, the battle of Chalons and the 
Huns in Italy. 

Give four reasons why Rome fell an 
easy prey to the German barbarians. 
Tell the story and give the name of the 
last emperor in the West. 
By whom was he dethroned? 
Mention three important causes for the 
decline and fall of the Roman empire. 
Show how the fall of the Western Roman 
empire aided the spread of civilization. 
How was the Influence of Rome felt 
even after she had lost her power? 
Tell what were the great gifts of Rome 
to later civilization. 



WHAT ROME DID FOR THE WORLD 



Built wonderful roads that led to more extended travel and an 
exchange of ideas and ideals. 

Adopted for their own use the best art and literature of Greece and 
carried this knowledge into the lands they conquered. 

Made wise laws upon which many of the laws of today are based. 

Taught the world the lesson of national patriotism. 

Spread their language through their conquered lands so that many 
words in the various modern languages are words of Latin origin. 



95 



TRANSITION PERIOD FROM 476 A. D. TO 800 A. D. 



MAP WORK 

Show the part of Britain where the Anglo-Saxons settled. 

Outline and name the kingdom of the Burgundians. 

Outline and name the kingdom of the Visigoths between 419 A. D. — 
711 A. D. 

Trace and name the route of migration of the Franks and show the extent 
of the empire of Charlemagne. 



QUESTIONS 



1. Review the condition of Europe in 
476 A. D. 

2. Give an account of the life and work 
of Theodoric, touching on the migration 
of his nation, the overthrow of Odoacer, 
the establishment and duration of the 
Ostrogothic kingdom. 

3. State the circumstances that led to the 
original settlement of Teutonic tribes 
in Britain. 

4. State how the Anglo-Saxon conquest of 
Britain affected the native population 
and the civilization introduced into 
Britain by the Romans. 

5. Both Gaul and Britain were conquered 
by Germans. Why is England now 
called a Teutonic country and France 
a Latin one? 

6. Who were the Franks, from where did 
they migrate and what land did they 
invade? 

7. Tell the story of the kingdom of the 
Visigoths in Spain. 

8. Give the results of the invasion of all 
these tribes into tne Roman empire, tell- 
ing how the people of the different races 
lived side by side and how their customs, 
language, laws and social and political 
institutions were gradually fused. 

9. Under what emperor did the Eastern 
Roman empire show a revival of the 
old Latin spirit? 

10. Describe the conquests made by Justin- 
ian over the Vandals in France and 
the Ostrogoths in Italy and give his 
purpose in making these conquests. 

11. Show how Justinian earned the title of 
"The Lawgiver of Civilization." 



12. 



17. 



18. 



19. 



20. 



21. 



22. 



23. 



Tell about the conquest of Italy by the 
Lombards. 

Give an account of the rise of Moham- 
medanism touching on the early life of 
Mohammed and his principal teachings. 
Show in what way the Saracen invasions 
differed from the early Teutonic inva- 
sions, in purpose and in important re- 
sults. 

Tell the story of the rise of the Chris- 
tian church, covering the early organi- 
zation of the church, the growth of the 
Papal power, the differences and divi- 
sions and monasticism. 
Tell the story of the battle of Soissons 
and the founding of the Frankish king- 
dom by Clovis. 

Give an account of the weakness of the 
Merovingians. 

Tell about the services of Charles Mar- 
tel and the results of the battle of 
Tours. 

Explain the nature of the assistance 
given by the Pope to Pepin the Short 
and by Pepin the Short to the Pope. 
Give an account of Charlemagne's ef- 
forts in behalf of education and good 
government. 

Relate the circumstances under which 
Charlemagne became Roman emperor 
and give the date. 

State two far-reaching effects of 
Charlemagne's coronation by the Pope. 

Tell the story of the spread of civiliza- 
tion froni the Euphrates to the Rhine, 
giving the chief characteristic of' each 
race you mention and telling what each 
contributed to the world's development. 



97 



STANDARD EXAMINATIONS IN 
ANCIENT HISTORY 



If a student can pass these examinations he shows he has a 
general and well grounded knowledge of the subject. 



EXAMINATION 1 

Answer eUjht questions, selectinf/ one from each group 



GROUP I 

1. Locate five of the following and state 
some important historic fact in connection 
with each: the Nile, Palestine, Tyre, Baby- 
lon, Antioch, Sparta, Sicily, Pompeii. [10] 

2. Draw a map of the Mediterranean 
sea and locate, with names, four countries 
bordering on the sea at the end of the 
Second Punic War. [10] 



GROUP V 

9. Mention (a) flee famous pieces of 
Greek sculpture, (6) five great buildings or 
public works of the Romans. [10] 

10. Give three causes of the Germanic 
invasions of the Roman empire and tivo 
causes of. the inability of the Romans to 
withstand them. [10]" 



GROUP II 

3. What step in progress marks the 
dividing line between the prehistoric and 
the historic period of a race? What is an 
approximate date for the beginning of 
ancient history? Give four great contribu- 
tions made to progress by prehistoric man. 
[10] 

4. Explain the meaning of each of five 
of the following terms: papyrus, obelisk, 
mummy, phonetic alphabet, mosaics, hostage, 
despot, oracle, the Exodus, the Koran. [10] 



GROUP VI 

11. Explain the following, making clear 
the importance of each battle: [16] 

The repulse at Tours ranks with Mara- 
thon, Salamis, Metaurus, and Chalons in the 
long struggle between Asia and Europe. 

12. Give the circumstances leading to 
the battle of Cannae and explain clearly the 
result referred to in the following quota- 
tion: [16] 

The fate of the world trembled, in fact, in 
the balance for many months after the ter- 
rible rout at Cannae. 



GROUP III 

5. Describe the origin of the Hebrews 
and the influence upon them of the period 
of Egyptian captivity. Name tvo of their 
great contributions to civilization. [10] 

6. Write a paragraph explaining the 
following statement: "The Mediterranean 
was, for the ancient world, the great high- 
way of commerce and the road to empire." 
[10] 



GROUP IV 

7. Compare the games of the Greek 
stadium with those of the Roman amphi- 
theater and show the different influences of 
these games on the peoples. [10] 

8. Give an account of the rise of Mo- 
hammedanism and state two causes of its 
rapid spread. [10] 



GROUP VII 

13. Give an account of the career of each 
of two of the following; choose one Greek 
and one Roman or German and state edu- 
cation, aim in life, work accomplished and 
the influence of that work on the world's 
progress: Julius Caesar, Alexander, Charle- 
magne, Socrates. [16] 



GROUP VIII 

14. Name five great contributions of the 
ancient to the modern world and discuss 
one of them. [18] 

15. Discuss the following statement: [18] 
In considering the work of Rome for civil- 
ization "we are struck with the contrast 
which it presents to that of Greece. Rome 
was strong where Greece was weak and 
weak where Greece was strong." 



EXAMINATION 2 

Answer eight questions, selectim/ one from each yroup 



GROUP I 

1. Give three evidences or sources of 
information with regard to prehistoric man 
and tell what they show concerning his life. 
[10] 

2. Describe some great building or pub- 
lic work of (a) Athens, (6) Rome. [10] 



GROUP n 

'?.. Compare the physical features of 
Italy with those of Greece and show how 
the history of each country was aifected by 
these physical features. [10] 

4. Draw a map of the Mediterranean 
world and on this map (a) locate, with 
names, two great commercial cities that ex- 
isted prior to the fall of Rome, and one 
center of Mycenaean culture, {I)) locate two 
great trade routes. [10] 



10. Mention a contribution to modern 
civilization made by each of the following: 
Plicenicia, Egypt, Babylonia, Lydia, Rome. 
[10] 



GROUP VI 

11. Almost no wars in history rise to the 
importance of the Punic wars between Rome 
and Carthage. 

Give the approximate dates of each of 

these wars. Name the greatest leader on 

each side. Show why these wars were re- 
garded as very important. [16] 

12. Considered as a public man, Caesar 
impresses us by his marvelous versatility — 
orator, politician, constructive statesman and 
general. 

Cite instances in Caesar's career to prove 
the truth of the claim made with respect to 
two of the characterizations in the above 
quotation. [16] 



GROUP III 

5. Give an account of the daily life of 
an Athenian citizen in the age of Pericles. 
[10] 

6. Describe the condition of Christianity 
in the state under ((() Xero. (f<) Constan- 
tine. [10] 



GROUP IV 

7. Explain the meaning of each of four 
of the following terms: the Code of Ham- 
mural)i, the cuneiform inscriptions, the Ros- 
etta stone, the decemvirate, the Thirty Years' 
Peace, the Hegira. [10] 

8. Mention three commercial products of 
the oriental world and name a country from 
which each came. [10] 



GROUP V 

9. Name an orator, a historian and a 
philosopher from each of the following: (a) 
Greece, (6) Rome. Write briefly about one 
of these men. [10] 



GROUP VII 

13. If a man were called upon to fix the 
period in the history of the world during 
which the condition of the human race was 
most happy and prosperous, he would with- 
out hesitation name that which elapsed from 
the death of Domitian to the accession of 
Commodus. 

Discuss the above statement, mentioning 
fovr illustrations of this prosperous condi- 
tion and naming t\iw emperors of this period. 
[16] 

14. The Persian war left its legacy in the 
vigor, pride and triumphant enthusiasm 
which it infused into Athens. 

Show, by reference to the military policy 
and the artistic, literary and intellectual 
achievements of Athens, the trutii of this 
statement. [16] 



GROUP VIII 

15. Compare the colonies of Rome with 
those of Greece, making reference to the 
general method and purpose of their estab- 
lishment and the relation of each to the 
mother city. [18] 

16. Show how the development of Chris- 
tianity as a world religion was aided by the 
existence of Rome as a world empire. [18] 



EXAMINATION 3 



Answer eight questions, selecting one from each 



group 



GROUP I 

1. Draw an outline map of the Roman 
empire at the time of its greatest extent [5] 
and on this map locate, with names, five 
modern European countries [5]. 

2. A river, a ford, a fortress — ^these were, 
the chief physical factors contributing to the 
making of Rome. 

Show several ways in which these factors 
contributed to the making of the city of 
Rome. [10] 



GROUP II 

3. Mention four civilizations before that 
of the Greeks [4] and state an important 
contribution of each to the progress of man- 
kind [6]. 

4. Write briefly on five of the follow- 
ing: Age of Tyrants, Italian allies, Roman 
family, city-state, ostracism. Spartan women, 
the Gracchi. [10] 



GROUP III 

5. Mention and explain three ways in 
which a knowledge of ancient history should 
prove valuable to an American citizen. [10] 

6. What qualities of character contrib- 
uted to the achievements of each of the 
following: Alexander, Julius Caesar, Sulla? 
[10] 



GROUP IV 

7. Write the story of one of the classic 
myths [6]. What was the value of mythol- 
ogy to the Greeks and Romans [4]? 

8. Show the relative importance of 
oratory in the ancient and modern world 
[6]. Name four great orators of the ancient 
world [4]. 



GROUP V 

9. If the Greek was to enlighten the 
world, if the Roman was to rule the world, 



if the Teuton was to he the common disciple 
and emissary [distrib^dor] of both, it was 
from the Hebrew that all were to learn the 
things that belong to another world. 

Discuss the truth of the italicized por- 
tions of the above quotation. [10] 

10. During the seventh century of our 
era ... a neio religious impulse had been 
given to the Arab races lying eastward from 
the Red sea, and had spread from them over 
all the countries to the south of the Mediter- 
ranean. 

What was this new religious impulse [2]? 
How far did it progress in Europe [4] and 
how was it finally checked [4] ? 



GROUP VI 

11. Compare Athens with Sparta as to 
(a) political ideals [6], (6) intellectual de- 
velopment [6], (c) colonial policy [4]. 

12. Compare the Athenians with the Ro- 
mans as to achievements in (a) engineering 
[4], (b) art [4], (c) government [4], (d) 
colonization [4]. 



GROUP VII 

13. Mention in chronologic order four 
great empires that flourished between the 
fifth century B. C. and the ninth century 
A. D. [4]. Give briefly the causes that led 
to the downfall of each empire [12]. 

14. What contribution to historical knowl- 
edge has been made by each of four of the 
following: the Rosetta stone, Schliemann, 
Herodotus, Plutarch, Tacitus, the Behistun 
rock? [16] 



GROUP VIII 

1.3. Mention three decisive battles before 
the fifth century that are described by 
Creasy [6]. What was the specific efi'ect of 
each battle on the world's history [12]? 

16. Mention three ancient ruins in Athens 
and three in Rome, which you might see 
were you to visit these cities [6]. State the 
chief purpose for which each of four of 
these structures was originally used [12]. 



100 



EXAMINATION 4 

Ansicer ei(jhl quendons, seleclin;/ one from e«cli (/rotij) 



GROUP I 

1. Describe one of the early oriental 
civilizations as to (a) written records, (b) 
government, (c) industry, (d) slavery, (e) 
commerce. [10] 

2. Mention an important contribution to 
history made by each of five of the follow- 
ing: Rameses II, Solomon, Darius the Great, 
Moses, Hammurabi, St. Paul. [10] 



GROUP II 

3. On an outline map of Greece, indi- 
cate the territory occupied by (a) the 
^Etolian League [2], (b) the Achaean League 
[2]. What caused their downfall [4] ? How 
has their form of organization influenced 
American government [2]? 

4. Name one distinguished man from 
each of five of the following fields of learn- 
ing in Greek history: (a) art, (b) literature, 
(c) mathematics, (d) medicine, (e) history. 
If) statesmanship, (_r/) philosoi)hy. State a 
specific contril)ution made by each of tliese 
men to the knowledge of the world. [10] 



GROUP III 

5. Show how geographic conditions in 
Greece influenced (a) settleiiient, (b) poli- 
tics, (c) individual character, (</) relations 
with other nations. [10] 

6. What were the social, moral and 
political efl^ects of the oracles [8]? Mention 
two famous oracles [2]. 



GROUP IV 

7. State the causes and the results of the 
battle of Adrianople [8]. Why has Adrian- 
ople been called the "Cannae of the fourth 
century" [2]? 

8. Explain Rome's victory over Carthage 
by reference to the political and the military 
conditions prevailing in the two countries. 
[10] 

GROUP V 

9. Describe the Homeric age as to (a) 
industry [2], (6) art [2], (c) social life [2]. 



What are the sources of our information re- 
garding this period [4] ? 

10. Give the location and the original 
jnirpose of each of five of the following 
structures: Parthenon, forum, agora, Claud- 
ian aqueduct, arch of Constantine, Colosseum, 
hippodrome. [10] 



GROUP VI 

11. Write an account of an imaginary 
visit to one of the following: («) the Olym- 
pian games, (b) the theater of Dionysus 
during the performance of a tragedy, " (c) 
a Roman house. [18] 

12. Give an account of the spread of the 
Latin language, showing (a) how it was car- 
ried to other countries, (b) its extent in the 
ancient world, (c) its importance in the 
modern world. [18] 



GROUP VII 

13. Roman law, which began as the rude 
code of a primitive people, ended as the 
most refined and admirable system of juris- 
prudence ever framed by man. 

By reference to each of the following, 
trace the important steps by which the de- 
velopment of the Roman law, referred to in 
the foregoing quotation, was accomplished: 
(a) the laws of the Twelve Tables, {b) jus 
civile, (c) jus gentium, (d) the code of 
Justinian. [16] 

14. AVrite concisely on tiie form of re- 
ligious worship of («) the Romans, (6) the 
Greeks, (c) the Hebrews, (d) the Moham- 
medans. [16] 



GROUP VIII 

15. Name four important cities of the 
Roman empire [4] and describe one of those 
cities with reference to (a) appearance [4], 
(b) commercial importance [4], (c) daily 
life of the citizens [4]. 

16. Give an account of the relation of 
each of the following to Macedonian su- 
premacy: (a) Philip, (b) Chaeronea, (c) 
Demosthenes, (d) Alexander. [16] 



101 



EXAMINATION 5 



Answer five questions, selecting one from each ffroup 



GROUP I 

1. Describe the various methods by which 
the following peoples recorded their achieve- 
ments: (a) Egyjjtians [10], (6) Babylon- 
ians [10]. 

2. Sketch the history of the Persian em- 
pire, including growth in territory, up to 
the beginning of the struggle with the 
Greeks. [20] 



GROUP II 

3. Draw a plan of Athens and its envi- 
rons [10], and on it locate, with names, 
Piraeus, Salamis, Long Walls, Acropolis, 
agora [10]. 

4. Draw a map of the sea passage from 
the ^^gean sea to the Euxine [10] and on 
it locate, with names, Troy, Byzantium, 
Hellespont, Bosporus, ^gospotami [10]. 



GROUP III 

5. Name one distinguished man from 
each of fii^e of the following fields of learn- 
ing in Roman history: (a) history, (6) 
poetry, (c) oratory, (d) law, (e) states- 
manship, (/■) philosophy. State a specific 



contribution made by each of tliese men to 
the knowledge of the world. [20] 

6. Tell briefly the story of the change 
in Rome from a republic to an empire. [20] 



GROUP IV 

7. What territory did each of tiie fol- 
lowing add to the Roman empire: (a) 
Caesar, (6) Augustus, (c) Trajan? [20] 

8. Give an account of the warfare be- 
tween the Germans and the Romans in the 
time of (a) Caesar, (6) Augustus, (c) 
Stilicho. [20] 



GROUP V 

9. Give with reference to Syracuse (a) 
its location [2], (6) the Athenian expedition 
against it [6], (c) an account of Dionysius 
tlie Tyrant [6], (d) its capture by Rome 

[6]. 

10. From what country did the founders 
of Carthage come [4] ? For what were they 
famous [4]? What were the elements of 
strength and of weakness among the 
Carthaginians [12]? 



102 



EXAMINATION 6 

Answer eif/hl questions, seleetinrf one from each cjrovp 



GROUP I 



GROUP V 



1. Locate the following cities: Byzantium, 
Massilia, Antioch, Alexandria, Rome [5]. 
What geographic conditions determined the 
location of each city [5] ? 

2. Draw a map of the Peloponnesus [5] 
and on it locate, with names, Olymjiia, 
Corinth, Sparta, Mycense, Argos [5]. 



9. Give an account of Roman conquests 
in Asia [8]. Name tioo Romans who gained 
fame by these conquests [2]. 

10. Describe the formation of Germanic 
kingdoms in any two of the following parts 
of the Roman empire: Spain, Gaul, Britain, 
Italy. [10] 



GROUP II 

3. Describe two ways in which the civil- 
ization of the eastern nations was trans- 
mitted to the Greeks. [10] 

4. Describe the organization of the Per- 
sian empire under Darius. [10] 



GROUP III 

5. Trace briefly the growth of democracy 
in the Athenian government to the time of 
the reforms of Cleisthenes [7]. Mention the 
leading statesmen concerned in this change 
[3]. 

6. What were the bonds of union among 
the Greeks [5] ? Why did they never unite 
politically into one nation [.5] ? 



GROUP IV 

7. Give an account of slavery under the 
Romans, touching on (a) sources from which 
the slaves came [3], (6) treatment of the 
slaves [4], (c) attitude of Christianity 
toward slaverj^ [3]. 

8. With what period and with what im- 
portant event was each of five of the follow- 
ing persons connected: Miltiades, Alcibiades, 
Xenophon, Cinna, Marcus Aurelius, Justin- 
ian, Clovis? [10] 



GROUP VI 

11. Show how the decline of the Roman 
empire was influenced by each of the follow- 
ing: (a) taxation [6], (6) slavery [6], (c) 
growth of the Christian church [6]. 

12. Describe the appearance and the use 
of each of three of the following: (a) an 
Egyptian tomb, (6) a Greek temple, (c) a 
Roman circus, (d) tne catacombs. [18] 



GROUP VII 

13. What were the problems connected 
with the public land question under the 
Roman republic [10]? How did Tiberius 
Gracchus try to solve them [6]? 

14. What were the political and the social 
causes of the persecution of the Christians 
under the Roman empire [10]? How were 
the Christians treated bv (a) Nero [2], {b) 
Diocletian [2], (c) Constantine [2]? 



GROUP VIII 

15. Compare the services of Demosthenes 
to Athens with those of Cicero to Rome. [16] 

16. Show how the Greek religion found 
expression in sculpture, architecture and 
literature [10]. Give examples of each [6]. 



103 



EXAMINATION 7 

I IIS ire r cif/Jil qiicalioiia, ffclcrfln;/ one from each f/ronp 



GROUP I 

1. What are the two earliest known 
codes of law [2]? From what country did 
each code come [2]? State tiro provisions 
or prohibitions found in either of tliese 
codes that are also found in codes of law 
today [6], 

2. What is the importance of the Phoeni- 
cians in history [GJ ? Mention four empires 
of which Phoenicia was at some time a part 

GROUP II 

3. Explain briefly the origin or the 
meaning of each of five of the following- 
expressions: Macedonian phalanx, Hellenistic 
civilization, Epicurean philosophy, Pyrrhic 
victorj% crossing the Rubicon, nuirtyr, 
vandalism. [10] 

4. Name and locate five of the follow- 
ing: site of the great pyramids, place of the 
death of Leonidas, principal Greek city in 
Sicily, birthplace of Christ, a province in 
Europe added to the Roman empire by 
Trajan, meeting place of the first general 
church council in 325 A. D. [10] 



GROUP III 

5. Describe the services of tlie Greek 
fleet in the Persian wars. [10] 

6. Write on the education of an Atiienian 
l)oy and compare it with that of an Amer- 
ican boy. [10] 



GROUP IV 

7. Sketch briefly the history of Jerusa- 
lem, mentioning three nations that iiave ruled 
it [7] and naming three generals wiio iiavc 
captured it [3]. 

8. Name five important officers in tiie 
Roman repul)lic [5] and give one duty of 
each [5]. 



GROUP V 

9. Name fire nations or peoples that 
entered Italy from the north [")]. Indicate 



the success or the failure of each of these 
five invasions [5]. 

10. Tell the story of the political strug- 
gle in Rome from the death of Caesar to 
the battle of Actium. [10] 



GROUP VI 

11. Discuss fully the influence of each of 
three of the following in spreading Greek 
culture: (a) Greek colonization, (b) Olyni- 
l)ic games, (c) Greek commerce, (rf) Alex- 
ander's conquests, (e) Roman conquests. 

m 

12. Name six monuments or other ma- 
terial remains of the ancient world that 
have survived to the present day [6]. State 
where each of these may be found [(?]. Tell 
what each teaches about the life of ancient 
times [6]. 

GROUP VII 

13. Name ni.v provinces possessed l)y 
Rome at the end of the republic [6]. How 
did foreign conquest hasten the downfall of 
the republic [10]? 

14. What ideas of value has the modern 
world derived from each of four of the fol- 
lowing: (a) the reforms of Cleisthenes, (b) 
the Achaean League, (c) the scholars who 
lived iit Alexandria under the Ptolemies, (d) 
Roman engineers, (e) early monasticism, (f) 
the Mohammedans? [16] 



GROUP VIII 

1~). Sketch the lives of two of the follow- 
ing persons, selecting one from a and one 
from b [8]; show in what ways their lives 
affected their own times and later times [8]: 
a Cyrus the Great, Alexander, Au- 
gustus. 
b Socrates, St. Paul, Justinian. 

1(1. Describe in some detail the works of 
fonr of the following authors, selecting two 
from a and two from />: [16] 

a Homer, Herodotus, Xenophon, 

Plato. 
b Cicero, Livy, Virgil, Tacitus. 



H 103 79 



104 







o V 



^-^.^^ 



V , 














% 









V 




.0^ t 



". '^^0^ 



^^* 










S> o " » * 






A-^ /. 











• /% '•, 




\- 




/.- 















'^-0^ 
.-^o^ 









;* <^^^ 




• a O 










• .^'% ~^- 




: %.^^ '■ 



>bv^ : 



0^ 






«0 v\ 




0^ , ^'- ^-■ 







.o ^^-'^^ 











V - - - '^- 



^^ ** 




-^^0^ 

























1-^" / 



0^ «.•••-•♦ O 




^ov^ :%^ 



1. ^ "^'j. 



% 




' .*'% 




o V 









... ^0 




'^ ^^^ 



^^0^ 




























" « " A- 



V 





^^ *•' 







.-^ 




•~ /% 







/■ ..^ 






g^ FfB /9 



N. MANCHESTER, 
INDIANA 46962 











•^^0^ 










-J." . 










